ELA Instructional Coach

Job Description

Job Description

Temporary/Pilot Position – Initial Six-Month Appointment, with Opportunity for Extension

Position Overview

Center City PCS is excited to pilot a school-based instructional coaching model. The initial appointment of this role is for six months, with the possibility of extension based on the pilot's effectiveness, continued campus need, and organizational priorities.

Center City is seeking an experienced ELA/Literacy Instructional Coach to provide embedded, school-based instructional support to teachers in grades 3–8.

The Instructional Coach will work directly with the Principal and teachers to strengthen literacy instruction, with particular emphasis on implementation of the Wit & Wisdom curriculum. The coach will report directly to the Principal, with dotted-line collaboration with network instructional staff to support curriculum alignment and networkwide instructional expectations.

Key Responsibilities

• Provide regular, job-embedded coaching to ELA/literacy teachers in grades 3–8 through classroom observations, actionable feedback, modeling, co-planning, rehearsal, and follow-up.
• Support strong implementation and internalization of Wit & Wisdom, including unit and lesson preparation, instructional pacing, and alignment to grade-level standards.
• Establish and manage consistent coaching cycles based on teacher need, student data, classroom observations, and priorities identified with the Principal.
• Conduct frequent classroom observations and provide timely, specific feedback focused on measurable changes in teacher practice.
• Support teachers in analyzing student work and assessment data and translating findings into instructional adjustments.
• Facilitate individual and collaborative planning with teachers, including lesson internalization and preparation for upcoming units.
• Model effective literacy instructional practices and, when appropriate, provide real-time coaching, co-teaching, or demonstration lessons.
• Support professional learning and collaborative planning for grades 3–8 ELA/literacy teachers as determined in partnership with the Principal.
• Identify patterns in teacher practice, implementation, and student learning and communicate those trends to the Principal.
• Monitor progress against coaching goals and maintain concise documentation of coaching cycles, feedback, implementation, and evidence of changes in practice.
• Partner with network instructional staff as needed to maintain alignment with Center City's curriculum, assessments, instructional expectations, and academic priorities.
• Work with the Principal to determine coaching priorities, teacher support needs, and appropriate next steps when implementation concerns persist.
• Perform other instructional responsibilities directly related to the purpose of the pilot, as agreed upon with the Principal.

Authority and Accountability

The Instructional Coach will have meaningful authority to provide instructional direction, establish coaching expectations, and hold teachers accountable for agreed-upon instructional next steps in partnership with the Principal. The Principal will retain responsibility for formal supervision and evaluation of teachers.

The coach is expected to surface persistent implementation or performance concerns to the Principal rather than manage formal employee performance matters independently.

Pilot Success Measures

Because this position is being implemented as a pilot, effectiveness will be evaluated based on evidence that the coaching model is improving instructional practice—not simply the volume of coaching activity. Measures may include:

• Demonstrated changes in targeted teacher practices over the course of coaching cycles.
• Teacher implementation of agreed-upon feedback and instructional next steps.
• Quality and consistency of Wit & Wisdom implementation and lesson internalization.
• Completion and effectiveness of planned coaching cycles.
• Evidence that teachers can increasingly identify and address instructional challenges independently.
• Principal and teacher feedback regarding the accessibility, relevance, and effectiveness of coaching support.
• Evidence of improved instructional consistency across grades 3–8.
• Where appropriate, student work, assessment, or other learning evidence connected to targeted instructional priorities.

Qualifications

• Bachelor's degree required; master's degree in education, curriculum and instruction, educational leadership, or a related field strongly preferred.
• Significant successful experience teaching ELA/literacy, preferably across upper elementary and/or middle school grades.
• Demonstrated experience coaching teachers and providing actionable instructional feedback.
• Experience conducting classroom observations and using observation and student-performance data to identify instructional needs.
• Strong knowledge of standards-aligned literacy instruction, including reading, writing, discussion, and text-based instruction.
• Experience supporting teachers with lesson planning, curriculum internalization, data analysis, and instructional adjustment.
• Experience facilitating professional development, collaborative planning, or teacher learning.
• Familiarity with Wit & Wisdom strongly preferred.
• Prior experience as an instructional coach, instructional dean, academic leader, or similar school-based instructional leadership role strongly preferred.
• Demonstrated ability to build productive relationships with teachers while maintaining clear expectations for implementation and follow-through.
• Experience in charter schools and/or urban public-school settings preferred.

Compensation

This role will receive an hourly rate of $45 to $55 commensurate with experience.

This description is intended to describe the work a person assigned to this position performs. It is not an exhaustive list of all duties and responsibilities required by the employee.

Center City PCS is an Equal Opportunity Employer.

Center City PCS is an anti-racist organization that believes in diversity, equity, and inclusion. These values enable us to meet our mission and values better while serving students and families throughout Washington, DC. BIPOC, women, gender-inclusive, LGBTQIA+, veterans, and persons with disabilities are encouraged to apply.

For more information about our schools, please visit our website,