Instructional Coach

Instructional Coach

The K-6 Instructional Coach advances teacher effectiveness and scholar achievement in mathematics and Reading Language Arts (RLA), with particular emphasis on strong elementary mathematics pedagogy. Working closely with campus principals and the district teaching and learning team, the coach provides job-embedded coaching, models high-quality instruction, facilitates professional learning, analyzes academic data, supports implementation of high-quality instructional materials (HQIM), and strengthens classroom learning environments. The coach builds teacher capacity through partnership, reflection, actionable feedback, and sustained follow-up aligned with Arrow Academy's instructional model and improvement priorities.

Partner closely with campus principals to identify instructional priorities, develop coaching plans, monitor implementation, and align coaching support with campus and district improvement goals.

Establish trusting, growth-oriented coaching relationships with K-6 teachers and provide differentiated support through observation, feedback, co-planning, modeling, co-teaching, rehearsal, lesson study, and reflective conferencing.

Use a clear coaching cycle to identify goals, establish evidence of progress, implement support, monitor changes in teacher practice and scholar learning, and determine next steps.

Provide content-specific coaching in mathematics, including conceptual understanding, procedural fluency, mathematical reasoning, problem solving, discourse, use of representations and manipulatives, productive struggle, formative assessment, and responsiveness to misconceptions.

Support effective RLA instruction, including foundational literacy, fluency, vocabulary, comprehension, knowledge building, complex text, evidence-based discussion and writing, and integration of reading, writing, speaking, and listening.

Model and support rigorous, grade-level Tier 1 instruction, small-group instruction, intervention, differentiation, station rotation, scholar agency, and purposeful use of digital learning tools.

Conduct frequent classroom learning walks and observations with principals and teachers; provide timely, specific, evidence-based feedback and practical next steps that improve instruction and the learning environment.

Analyze state, district, campus, classroom, curriculum-embedded, universal screener, progress-monitoring, and student-work data to identify trends, misconceptions, equity gaps, priority standards, and scholars needing extension or intervention.

Facilitate data meetings, professional learning communities, lesson internalization, unit preparation, student-work protocols, and action planning that result in measurable instructional responses.

Coordinate the selection, inventory, organization, distribution, accessibility, and effective use of adopted instructional materials, teacher resources, manipulatives, texts, digital platforms, and supplemental materials.

Support teachers in internalizing and implementing district-adopted HQIM with fidelity while making appropriate, standards-aligned responses to scholar evidence without lowering rigor.

Develop and facilitate professional learning in mathematics, RLA, data use, assessment literacy, intervention, classroom culture, and other priority areas; evaluate transfer of learning into classroom practice.

Collaborate with special education, multilingual/EB, intervention, assessment, technology, and campus teams to ensure instructional supports provide access to grade-level learning for all scholars.

Support a positive, orderly, inclusive, and academically focused learning environment by helping teachers strengthen relationships, routines, engagement, questioning, discourse, transitions, and behavior supports.

Maintain accurate coaching calendars, contact logs, coaching-cycle notes, implementation evidence, professional learning records, and progress reports while protecting teacher and scholar confidentiality.

Assist with curriculum review, pacing, assessment development or review, instructional resource evaluation, school improvement planning, and other teaching and learning initiatives as assigned.

Remain current on Texas Essential Knowledge and Skills (TEKS), research-based K-6 mathematics and literacy practices, state assessment expectations, instructional coaching methods, and applicable district initiatives.

Perform other duties reasonably assigned within the scope of the position.

Serve as a collaborative member of the leadership team and teaching and learning team, contributing instructional expertise while respecting the principal's responsibility for campus leadership and teacher evaluation.

Communicate patterns, progress, resource needs, and implementation barriers to principals and district leaders without compromising the trust and developmental purpose of coaching.

Coordinate coaching schedules and priorities across assigned campuses to ensure equitable, responsive, and sustained support.

Promote collective responsibility for scholar success, productive problem solving, consistent expectations, and continuous improvement across classrooms and campuses.

Model professionalism, reliability, cultural responsiveness, instructional credibility, discretion, and a belief that all teachers and scholars can grow.

Bachelor's degree from an accredited college or university.

Valid Texas teaching certificate required; elementary, EC-6, mathematics, English Language Arts and Reading, or related certification preferred, as appropriate to assignment.

Minimum of three years of successful classroom teaching experience; successful K-6 teaching experience strongly preferred.

Demonstrated effectiveness in mathematics instruction and strong knowledge of elementary mathematics content, learning progressions, common misconceptions, representations, and research-based pedagogy.

Demonstrated ability to coach adults, provide actionable feedback, facilitate collaborative learning, and support measurable improvement in instructional practice.

Experience analyzing multiple sources of scholar data and translating findings into instructional plans, interventions, enrichment, and professional learning.

Knowledge of Texas curriculum standards, standards-aligned planning, assessment, HQIM implementation, and effective RLA practices.

Ability to travel between assigned campuses and attend meetings or professional learning outside the regular school day when required.

Master's degree in curriculum and instruction, mathematics education, literacy, educational leadership, or a related field.

Instructional coaching, department chair, team lead, curriculum, intervention, or campus leadership experience.

Training or demonstrated expertise in high-quality instructional materials, lesson internalization, formative assessment, professional learning communities, blended learning, and/or data-driven instruction.

Record of improving mathematics and/or RLA outcomes for diverse K-6 scholars, including scholars receiving special education, intervention, and English learner services.

Deep knowledge of K-6 mathematics pedagogy and sufficient RLA content knowledge to coach planning, instruction, assessment, differentiation, and intervention in both content areas.

Skill in adult learning, facilitation, observation, feedback, conflict resolution, change management, relationship building, and the use of evidence to guide improvement.

Ability to disaggregate and communicate complex academic data clearly; identify root causes; set measurable goals; and monitor implementation and impact.

Strong organization and project-management skills for coordinating instructional materials, coaching cycles, professional learning, timelines, and multiple campus priorities.

Ability to use student information systems, assessment platforms, productivity tools, digital curriculum resources, and presentation technology.

Excellent written, verbal, interpersonal, and presentation skills, with the ability to work effectively with teachers, principals, district leaders, families, and external partners.

Work is performed primarily in school and office settings and requires frequent classroom visits, movement between learning environments, prolonged sitting or standing, regular use of computers and presentation equipment, and travel among assigned campuses. The employee will occasionally lift or move instructional materials and equipment. The role requires flexibility, responsiveness to campus needs, and the ability to manage multiple priorities and deadlines. The ability to flex to other duties as assigned.

Performance will be evaluated in accordance with Arrow Academy policy and applicable procedures. Evidence may include the quality and consistency of coaching cycles; teacher participation and growth; implementation of HQIM and instructional priorities; usefulness of data analysis and professional learning; coordination of resources; collaboration with principals; improvement in classroom learning environments; and contribution to scholar growth and achievement.

This job description describes the general purpose and major responsibilities of the position. It is not an exhaustive list of all duties, responsibilities, or qualifications. Arrow Academy may revise duties to meet scholar, campus, program, or legal requirements. Employment is subject to applicable Board policy and employment documents.

This is professional position that uses professional judgment and may serve more than forty hours per week. Retirement is through the Teacher Retirement System (TRS) of Texas and not Social Security. TRS requires five years of participation before any retirement funds are vested. The Texas Workers Compensation program covers this position. Federal employees shall not engage in text messaging (a) when driving GOV, or when driving POV while on official Government business, or (b) when using electronic equipment supplied by the Government while driving.