Instructional Coach - Primary - Vacancy

Instructional Coach (Primary)The Superintendent of Schools, Mr. Gregory Mott, is interested in receiving applications from qualified candidates for the position of: INSTRUCTIONAL COACH (PRIMARY) 2026 - 2027 VACANCY ONE (1) KRIEGER ONE (1) SOJOURNER TRUTH.Candidates must submit an online application via Frontline. Candidates must have a letter of recommendation from their current principal for consideration of appointment.Qualifications: Five or more years of successful teaching experience, with a rating of Effective or Highly Effective, preferably in PreKGrade 2 with tenure in an appropriate teaching tenure area. Master's degree and valid New York State certification in Early Childhood Education, Childhood Education, Literacy, or a related certification area appropriate to the position. Deep knowledge of the Science of Reading; specialized training (such as LETRS or Orton-Gillingham) strongly preferred but not required. Demonstrated expertise in effective instructional practices, curriculum implementation, and strategies to improve student achievement, particularly in early childhood and the primary grades. Strong understanding of foundational literacy development, including phonological and phonemic awareness, phonics, fluency, vocabulary, oral language, comprehension, and writing. Knowledge of early numeracy development and evidence-based instructional practices that support students in developing foundational mathematical skills. Experience with Multi-Tiered Systems of Support (MTSS), Academic Intervention Services (AIS), differentiated instruction, and targeted academic interventions. Experience working with adult learners, coaching teachers, facilitating collaborative planning, and delivering professional development. Demonstrated ability to analyze student assessment data, progress-monitoring results, and classroom performance to identify learning needs and inform instructional decisions. Knowledge of developmentally appropriate instruction, culturally responsive and sustaining education, and strategies to support multilingual learners and students with disabilities. Experience supporting curriculum development, instructional planning, classroom modeling, and the implementation of evidence-based instructional practices. Outstanding interpersonal and communication skills, including the ability to establish trusting relationships, collaborate effectively, problem-solve, and provide constructive feedback to colleagues. Strong organizational, planning, and time-management skills, with the ability to manage multiple priorities across classrooms, grade levels, and schools.Duties: The Poughkeepsie City School District (PCSD) is committed to providing students and parents with pathways to opportunity that will lead to achievement and success. Through student-centered effective and transformational leadership, school and community engagement, and an unrelenting pursuit to achieve greater school outcomes for children, PCSD is focused on developing and growing greater access, equity, opportunity, and quality across the district. The Primary Instructional Coach will support the district's commitment to strengthening teaching and learning by building teacher capacity, improving instructional practices, and supporting student achievement. The position will initially emphasize early learning, including PreK and the primary grades, with a focus on establishing strong academic foundations, strengthening core instruction, and identifying and addressing student learning needs as early as possible. The Primary Instructional Coach will work collaboratively with teachers, school administrators, and district instructional leaders to improve curriculum implementation, instructional delivery, assessment practices, and the effectiveness of academic interventions. Through job-embedded coaching, classroom modeling, collaborative planning, professional learning, and data analysis, the coach will support teachers in implementing high-quality, evidence-based instructional practices that respond to the diverse needs of students. While the initial emphasis will be on PreK and the primary grades, the position will also provide instructional support across additional grade levels, as determined by district priorities, student performance data, and identified instructional needs. This structure will allow the district to strengthen early learning while building instructional capacity and supporting continuous improvement across schools and grade levels. This is NOT a supervisory position and DOES NOT include the formal evaluation of colleagues. The role is designed to support teacher growth and development through collaborative, non-evaluative coaching and professional learning. As an instructional partner to teachers and school leadership teams, the Primary Instructional Coach will focus on five primary areas: Planning and facilitating collaborative professional learning and grade-level meetings focused on instructional improvement and student achievement. Modeling effective instructional practices, supporting classroom implementation, and providing constructive, non-evaluative feedback to strengthen teaching and learning. Assisting teachers in planning and implementing targeted instruction and interventions aligned with students' academic strengths and learning needs. Guiding teachers in analyzing assessment data and progress-monitoring results to inform instructional decisions and evaluate student growth. Collaborating with principals, instructional leaders, AIS providers, special education staff, ENL teachers, and other support personnel to strengthen core instruction and coordinate academic supports across grade levels. Responsibilities may include modeling lessons, co-planning and co-teaching, supporting curriculum development, facilitating professional development, and assisting teachers in implementing instructional strategies aligned with district priorities.District-wide additional responsibilities include providing targeted, job-embedded support to teachers through modeling, co-teaching, collaborative planning, observation, reflection, and constructive, non-evaluative feedback. Implementing structured coaching cycles that include goal-setting, co-planning, lesson rehearsal, classroom enactment, reflection, and identification of next steps to strengthen instructional practice. Supporting teachers in implementing district-approved curricula and instructional resources with fidelity while responding to students' individual strengths, needs, and developmental readiness. Strengthening Tier 1 core instruction by assisting teachers in planning rigorous, engaging, differentiated lessons aligned with district curriculum and learning standards. Supporting PreK teachers in implementing developmentally appropriate, evidence-based instructional practices that promote early language development, emergent literacy, early numeracy, social-emotional development, and school readiness. Supporting teachers in the primary grades in strengthening foundational literacy, writing, mathematical understanding, and other essential skills necessary for future academic success. Assisting teachers in identifying students who require additional academic support and in planning targeted small-group instruction and interventions aligned with identified learning needs. Collaborating with teachers, AIS providers, special education staff, ENL teachers, and other relevant personnel to coordinate instructional supports and strengthen alignment between core instruction and supplemental interventions. Supporting the implementation of the district's MTSS framework by helping teachers use universal screening, diagnostic assessments, formative assessments, and ongoing progress monitoring to identify student needs and adjust instruction. Guiding teachers in analyzing student assessment data, student work, and progress-monitoring results to establish measurable learning goals, identify instructional gaps, and monitor student growth. Assisting grade-level teams in selecting evidence-based instructional strategies and evaluating the effectiveness of instructional practices and interventions. Supporting the implementation of evidence-based literacy practices, including phonological and phonemic awareness, phonics, decoding, encoding, fluency, vocabulary, oral language, comprehension, and writing development. Assisting teachers in strengthening early numeracy and mathematics instruction through the development of number sense, mathematical reasoning, problem-solving, and conceptual understanding. Promoting culturally responsive and sustaining instructional practices that create engaging, inclusive learning environments and provide equitable access to high-quality instruction. Supporting teachers in differentiating instruction to meet the needs of multilingual learners, students with disabilities, students requiring additional intervention, and students who need enrichment. Facilitating collaborative grade-level meetings and professional learning opportunities focused on instructional best practices, student work, assessment data, intervention planning, and continuous improvement. Collaborating with school administrators and district instructional leaders to identify patterns in student performance, determine areas of instructional need, and develop strategies to strengthen teaching and learning. Providing instructional coaching and support across grade levels and content areas, as assigned, based on district priorities, student achievement data, and identified school needs. Contributing to district curriculum initiatives, instructional planning, professional development, and continuous improvement efforts focused on strengthening student achievement. Maintaining weekly documentation outlining coaching activities, instructional goals, teacher support, intervention planning, progress toward identified objectives, and additional resources or assistance needed. Submitting documentation to the principal and the Assistant Superintendent of Schools and/or assigned designee in accordance with district expectations. Meeting regularly with principals to establish instructional priorities, coordinate coaching activities, review progress toward student learning goals, and identify additional supports needed. Performing other related duties as assigned by the Assistant Superintendent of Schools and/or assigned designee.Appointment will be made by the Board of Education upon the recommendation of the Superintendent following assessment of training, experience, certifications, credentials and evaluation of service. Personal interviews shall be conducted where appropriate. Effective date: November 9, 2026. Salary: In accordance with the PPSTA contract. Final date for filing: Open until filled.