Instructional Coach (.FTE Mann Elementary School; Leave Replacement

Instructional Coach (.6 FTE) Mann Elementary School (Leave Replacement)

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 work in concert with building and district leaders to provide job‑embedded coaching and professional learning for teachers, fostering 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 promote reflection, provide guidance and structure when needed, focusing on strengths, collaboration and implementing MTSS systems. 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, protocols and fostering effective data analysis and team reflection.
• Helps teachers, PLCs and the 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 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.
  • 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 and provide instructional guidance aligned with district curriculum and initiatives.

• Knowledge of research‑based instructional practices and the MTSS framework.
• Demonstrated commitment to in‑depth collaboration for whole team/program success.
• Demonstrated commitment to anti‑racist actions and beliefs.
• Experience teaching in elementary schools (experience in teaching in multiple schools and/or varied contexts is preferred).
• Teacher leadership experience including planning, leading, implementing, and sustaining long‑term projects and related professional learning.
• Familiarity with effective Professional Learning Communities.
• Experience implementing and commitment to culturally responsive teaching.
• Expertise and/or experience in facilitating adult learning.
• Deep understanding of effective instructional practices for diverse learning needs and the ability to directly support others in improving…