Elementary MTSS Coach & Inclusive Teaching Leader

Position Details

• Position Type:
  Elementary Teachers & Certificated Staff/ MTSS Instructional Coach
• Date Posted: 5/21/2026
• Location:
  
  Dickinson Elementary

Dickinson Elementary School is looking for qualified candidates for an Instructional Coach position. This is a 1.0 FTE leave replacement that begins 08/24/2026 and ends 01/24/2027. A hiring manager will contact you directly if they wish to schedule an interview.

The role of the Instructional Coach is to support the instructional growth of teachers through coaching and modeling, helping create school communities that foster belonging, agency and achievement for every student. The Instructional Coaches will work in concert with building and district leaders to provide job-embedded coaching and professional learning for teachers which helps to foster inclusive, culturally responsive learning environments.

The Instructional Coach is critical in improving student achievement and creating inclusive environments and high functioning Multi-Tiered Systems of Support in schools; coaches are part of the MTSS-I team and will promote reflection, provide guidance and structure where needed, with a focus on strengths, collaboration and elements in implementing MTSS systems. They help ensure high-quality instruction in classrooms through modeling, co-planning, co-teaching, resource gathering, and providing feedback to teachers.

This is not a supervisory position.

• Supports the instructional growth of teachers through coaching, support and modeling, helping teachers cultivate learning environments that spark students' critical thinking, passion for learning, and academic achievement.
• Promotes equitable learning experiences for students through coaching, support, modeling and reflective questioning with teachers and staff.
• Co-facilitates the MTSS-Intervention team, in collaboration with building administrators.
• Supports teachers and PLCs with the development of skills and processes to provide high-quality, evidence-based instruction using adopted curricular tools and instructional practices.
• Supports teams in facilitating effective PLCs by providing tools and protocols and fostering effective data analysis and team reflection.
• Help teachers, PLCs and MTSS-I team surface, examine, and address disproportionality in student outcomes.
• Works collaboratively with building administrators to use feedback data from building stakeholders to determine potential professional learning needs and interests.
• Coaches and supports teachers, helping them to implement:
  • Effective, inclusive and innovative instructional practices
  • Effective analysis of student data
  • Vibrant and inclusive classroom environments
  • Culturally responsive and sustaining pedagogy
  • Student agency and self-directed learning
  • Effective classroom-based interventions
  • Differentiation for students with a constellation of needs and strengths, including targeted supports for students receiving special education services, highly capable classroom-based services, multilingual services, etc.
• Provides coaching and support for new teachers on a regular basis.
• Provides research and support for using effective practices which align to The Framework for Teaching and the Washington State 8 Criteria.
• Provides support to building administrators and teachers as they facilitate professional development for staff, helping to hone learning targets, identify coaching connections and/or facilitate small-group interaction.
• Engages in regular professional development to deepen coaching practice and instructional expertise.
• Works collaboratively with key stakeholders from multiple departments, including Accelerated Programs, Professional Learning, Multilingual Services, Special Education, Student Services, Equity, School Support, and Teaching and Learning departments to design and deliver professional learning, gather/connect teachers to resources, and provide instructional guidance and supports aligned with district curriculum and initiatives.

• Knowledge of research-based instructional practices and the MTSS framework.
• Demonstrated commitment to in-depth…