Instructional Coach

The Instructional Coach partners with educators across academic and Career and Technical Education (CTE) programs to strengthen instructional practice and advance student learning. This role is critical for building teacher capacity, fostering instructional excellence, and driving continuous school improvement. By collaborating with teachers, administrators, and the instructional coaching team, the Instructional Coach provides individualized support, facilitates collaborative inquiry, and leads professional learning to support department initiatives, school-wide priorities, and strategic curriculum implementation.


The Instructional Coach may also provide direct instruction to students through a limited teaching assignment, intervention classes, or targeted student support as determined by school needs.


This position reports to the Director of Teaching and Learning and is included within the Local 1707 Teacher's Contract.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

1. Instructional Coaching & Curriculum

• Partner with educators through collaborative, non-evaluative coaching cycles that include goal setting, co-planning, classroom support, modeling, feedback, and reflection.
• Differentiate coaching based on teacher experience, instructional priorities, and student needs.
• Support the development and implementation of rigorous, inclusive, standards-aligned curriculum, instruction, and assessment using data and research-based practices.
• Maintain confidentiality while documenting coaching progress and monitoring impact.

2. Professional Learning & Instructional Leadership

• Design and facilitate professional learning aligned with district and school priorities.
• Lead professional learning communities, collaborative planning, and instructional inquiry to strengthen instructional practice and collective teacher efficacy.
• Collaborate with administrators and instructional leaders to implement curriculum and instructional initiatives.
• Support the effective integration of instructional technology and generative artificial intelligence to enhance teaching and learning.
• Translate educational research into practical instructional strategies that improve classroom practice.

3. Collaboration & Continuous Improvement

• Collaborate with administrators, department teams, and specialized staff to support instructional improvement across academic and Career and Technical Education (CTE) programs.
• Advance department and school-wide goals through individual and team coaching.
• Analyze instructional and student performance data to identify trends, evaluate impact, and inform next steps.
• Manage multiple coaching cycles, initiatives, and competing priorities effectively.
• Engage in ongoing professional learning to remain current with educational research, learning science, and best practices.

4. Direct Student Support

• Provide direct instruction through a limited teaching assignment, intervention class, or other targeted instructional support as assigned.
• Use student performance data to plan, deliver, and monitor instructional interventions in collaboration with classroom teachers.

EDUCATION AND EXPERIENCE:


Master's Degree required, with a minimum of seven years of successful teaching experience, preferably at the high school level, or an equivalent combination of education and experience demonstrating expertise in curriculum, instruction, and teacher development.


The ideal candidate will also demonstrate experience in:

• Instructional coaching and teacher development
• Curriculum design and implementation
• Professional learning design and facilitation
• Data-informed instructional improvement
• Leading collaborative teams and school improvement initiatives

CERTIFICATES, LICENSES, REGISTRATIONS:


Valid Massachusetts Teaching License through the Department of Elementary and Secondary Education at the High School level is required. SEI Endorsement.

KNOWLEDGE, SKILLS AND ABILITIES:


Successful candidates demonstrate the following competencies:

• Demonstrates integrity, professionalism, sound judgment, initiative, and discretion in all interactions.
• Builds trusting, collaborative relationships that foster teacher growth and instructional excellence while maintaining the non-evaluative nature of coaching.
• Approaches coaching with humility, curiosity, empathy, and a learner's mindset.
• Demonstrates strong instructional expertise and the ability to translate educational research into practical strategies that improve teaching and learning.
• Understands adult learning principles and supports professional growth through coaching, reflection, modeling, and feedback.
• Leads through influence, collaboration, and credibility rather than formal supervision.
• Collaborates effectively across content areas to facilitate professional learning, collaborative inquiry, and instructional improvement.
• Uses multiple sources of data and evidence to inform coaching, instructional planning, and continuous improvement.
• Demonstrates flexibility, resilience, and adaptability in responding to evolving instructional priorities and emerging best practices.
• Supports the effective integration of instructional technology and artificial intelligence to enhance teaching and learning.
• Values diverse perspectives and promotes equitable learning opportunities for all students.
• Models lifelong learning through continuous professional growth, reflective practice, and a commitment to instructional excellence.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• While performing the duties of this job, the employee is frequently required to stand and talk or hear. The employee frequently is required to walk. The employee must occasionally lift and/or move up to 20 pounds; for example, testing supplies and books.
• Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with students and other staff members.
• The noise level in the work environment is moderate.