Instructional Coach, full-time

Instructional Coach, Middle School Prospect Hill Academy Charter School – Middle School Campus, Cambridge, Massachusetts Start Date: Aug 19, 2026 Job Overview Prospect Hill Academy Charter School is a highly successful urban PK‑12 public school located in Somerville and Cambridge. We enroll over 900 students from cities and towns throughout the greater Boston metro area. Our inclusive and restorative school celebrates and serves a diverse community – with 87% BIPOC, 27% ELL, and 16% of our students qualifying for special education services. Our mission is to prepare all students for success in college, foster responsible citizenship, and inspire a lifelong love of learning. We center the values of anti‑racism, diversity, equity, and inclusion in our work and approach instruction with culturally sustaining, inquiry‑based, and student‑centered practices. Prospect Hill Academy Middle School is seeking a passionate, collaborative, and skilled Instructional Coach for grades 6‑8. Job Summary The Instructional Coach strengthens daily classroom practice and improves student achievement through intensive coaching, including frequent observations and debriefs, support for identifying and implementing high‑leverage instructional strategies, and co‑planning. The Coach works directly with teachers in a cycle of 1‑to‑1 or partnered coaching to add new strategies to daily instruction, support regular data analysis, and elevate data‑driven daily planning. The Coach also supports the implementation of school‑wide academic priorities and serves as a key member of the school’s instructional leadership team. Essential Functions Coaching Collaborate with Principal/Director and Coordinators to determine which teachers engage in coaching and the intensity of the coaching (observations, support). At the start of each coaching cycle, collaborate with teachers and administrators to set clear, measurable, and attainable improvement goals for instructional practice using data to inform priorities. Coach teachers using research‑based coaching strategies aligned with Prospect Hill’s coaching model, including frequent observations & debriefs, modeling, co‑teaching, and co‑planning (including data analysis). Collect and analyze relevant student learning and observational data to inform teacher feedback, identify next steps, and monitor progress toward goals. Provide regular and targeted feedback to teachers on identified areas for instructional growth and improvement, and support achievement of goals. Align coaching with district and department instructional vision and best practice, supporting teachers to build a deeper understanding of vision and best practice. Collaborate regularly with other instructional coaches and participate fully in ongoing professional development to extend instructional competencies and coaching strategies. Data, Assessment, and Continuous Improvement Support teachers in collecting meaningful observational data and work samples and in analyzing this information. Assist teachers in developing effective systems for capturing their analysis, especially for the needs of vulnerable students, and using it to adapt lessons or provide immediate supports. Help teachers diagnose instructional needs and identify the most effective instructional strategies to address unfinished learning. Help teachers see the connections between their instructional moves, supports, and student progress. Professional Learning Outside of Coaching Work with Coordinators and Principal/Director to identify and design professional learning next steps for instruction at the department, campus, grade, and teacher level. Lead or support professional learning experiences as appropriate to the coaching role. Mentor and Induction Facilitate the mentee program for new teachers through the New Faculty & Staff Institute. First‑Year Mentor: Plan and facilitate new teacher meetings (bi‑monthly, 6–8 per year); hold optional monthly office hours; provide differentiated and individualized support; participate in monthly meetings with Principal and quarterly cross‑campus mentor team meetings. Second‑Year Mentor: Provide quarterly updates to Principal and participate in quarterly cross‑campus mentor team meetings. New Teacher Liaison: Coordinate optional quarterly gatherings (outside of workday time) for first and second‑year teachers for connection, community, and moral support. Additional Functions Support district professional development initiatives throughout the summer and school year, including the New Faculty & Staff Institute. Serve as a member of the campus‑based instructional leadership team and the district‑based academic leadership team. Help identify next steps for instruction within the campus and support leadership teams in prioritizing and planning to achieve those priorities. Perform other responsibilities and tasks requested or assigned by manager. Qualifications Education & Licensure Bachelor’s degree required. Master’s degree in Education, Curriculum & Instruction, or a related field preferred. Possess a valid Massachusetts DESE License (Relevant Content Area) as a condition of employment after the first year. Experience Minimum of 5 years of successful teaching experience, with a demonstrated track record of strong student achievement outcomes. Demonstrated expertise in high‑quality instructional practices, including lesson design, differentiation, and classroom management. Proven ability to analyze student data and use it to drive instructional planning and continuous improvement. Experience observing instruction and providing clear, actionable feedback to improve teaching practice. Strong interpersonal and communication skills, with the ability to build trust and credibility with adult learners. Ability to facilitate coaching cycles, including goal setting, observation, feedback, modeling, and co‑planning. Strong understanding of standards‑aligned instruction and curriculum implementation. Knowledge, Skills, and Competencies Excellent collaboration and communication skills, with the ability to influence and support teachers and school leaders. Excellent communication skills, including facilitating meetings and leading professional development. Demonstrated commitment to diversity, equity, inclusion, and culturally responsive teaching practices. Strong organizational skills and the ability to manage multiple coaching relationships and priorities simultaneously. Alignment with Prospect Hill Academy Charter School’s mission, values, and instructional vision. Exceptional communication, change management, and cross‑functional leadership skills. Preferred Qualifications Experience working in charter, urban public school, or multi‑school network settings. Experience leading large‑scale instructional improvement initiatives. Equal Opportunity Employer Prospect Hill Academy Charter School is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, gender identity, marital/civil union status, ancestry, place of birth, age, immigration status, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws. Job Requirements Citizenship, residency or work visa required. Contact Information Michelle Herman, Chief Academic Officer 50 Essex Street Cambridge, Massachusetts 02139 Phone: View phone number on click.appcast.io Email: View email address on click.appcast.io #J-18808-Ljbffr Young World Physical Education