26-27 Instructional Coach

This position is located at the Next Wave / Full Circle Circles which are housed in Somerville High School

Position Summary

The Instructional Coach partners closely with educators administrators and district teams to improve the quality of teaching and learning across all content areas at Next Wave/Full Circle (NWFC) a public therapeutic alternative school within Somerville Public Schools serving approximately 90 students in grades 612 including a high proportion of students with disabilities. This role is central to advancing NWFCs instructional vision competency-based learning personalized pathways project-based learning and the integration of social-emotional learning in alignment with classroom practice school priorities and district initiatives. Through coaching collaboration and instructional leadership the coach supports the continuous growth of educators and the effective implementation of high-quality curriculum tailored to a small therapeutic school setting.

As a member of the schools Instructional Leadership Team (ILT) the coach plays an integral role in the development of curriculum and assessments within the schools competency-based grading system. The Instructional Coach fosters a culture of reflective practice data-informed decision-making and shared accountability for student outcomes working to ensure all students regardless of the level at which they enter a unit or task have access to rigorous engaging and standards-aligned learning experiences that meet them where they are and stretch them further. The coach functions as a colleague is not part of school administration and does not participate in any way in the evaluation of a teachers performance.

Essential Functions & Responsibilities

The responsibilities listed below reflect the primary duties of the position; the omission of specific statements of responsibilities that are similar related or a logical assignment to the position to meet program legal or operational needs does not exclude them from the role.

Coaching & Instructional Practice

• Design and facilitate ongoing non-evaluative coaching cycles with teachers in grades 6-12 that include goal-setting co-planning modeling observation feedback and reflection;
• Build trusting growth-oriented relationships with teachers and differentiate coaching approaches to support educators at varying levels of experience and promote reflective practice and continuous improvement;
• Use student data classroom observations teacher input and student work to identify instructional needs and tailor coaching support;
• Model and coach teachers in implementing rigorous culturally responsive equitable and student-centered instructional practices aligned with district-adopted curricula and the needs of diverse learners including multilingual learners and students with disabilities;
• Collaborate with the Principal and Assistant Principal to plan and implement school-wide instructional priorities and initiatives through coaching professional learning and ongoing teacher support;
• Design and facilitate professional learning and peer observation opportunities aligned with school and district instructional priorities providing actionable non-evaluative feedback to support continuous improvement.

Differentiation & Access

• Coach teachers in designing and implementing accessible appropriately rigorous instruction using NWFCs three-tier differentiation framework (Approaching / Meeting / Exceeding) and Universal Design for Learning (UDL) principles;
• Support teachers in providing multiple means of representation engagement and action/expression including verbal visual text audio/video hands-on low-tech and technology-based approaches;
• Support teachers in reviewing student accommodations and services when planning instruction and developing materials ensuring students have appropriate access to grade-level content without compromising rigor;
• Collaborate with teachers Teacher/Counselors and the Special Education Department Coordinator as appropriate to support tiered interventions and respond to individual student learning needs.

Competency-Based Learning Personalized Pathways & Project-Based Learning

• Support teachers and teams in aligning course design instructional planning assessment rubrics and exemplars to NWFCs school-wide competencies and competency-based learning model;
• Coach teachers in designing flexible learning experiences that allow students working toward different competencies to engage in shared rigorous learning experiences;
• Support teachers in designing and facilitating project-based learning experiences rooted in meaningful driving questions or problems and incorporating student voice choice collaboration and community partnerships;
• Collaborate with Teacher/Counselors and the College & Career Readiness Counselor to connect classroom learning and personalized pathways with students post-secondary goals.

Instructional Leadership Data & Curriculum

• Serve as an active member of NWFCs Instructional Leadership Team (ILT) contributing to the development and implementation of the schools instructional vision and School Improvement Plan;
• Collaborate with ILT members and teachers to analyze student data student work assessment evidence and instructional trends; identify priorities; and determine strategic actions to improve teaching and learning;
• Support teachers in using formative assessment and other evidence of student learning to make real-time instructional adjustments and inform ongoing planning;
• Collaborate with district Curriculum Coordinators to promote curriculum alignment and instructional coherence across grades 612 and content areas including unpacking standards internalizing curriculum materials and planning rigorous standards-aligned instruction;
• Support the implementation of new or revised curricula across content areas and grade levels providing teachers with coaching planning support modeling and professional learning as needed.
• Perform additional duties as assigned by the Principal/Supervisor and in accordance with the applicable collective bargaining agreement.

Knowledge Abilities & Skills

• Deep understanding of effective instructional practices across content areas and grade bands 612;
• Knowledge of the principles of adult learning and coaching skills;
• Working knowledge of tiered differentiation and Universal Design for Learning (UDL) frameworks;
• Familiarity with competency-based education personalized learning and project-based learning models;
• Strong facilitation communication collaboration and interpersonal skills;
• Ability to analyze data and translate insights into actionable instructional strategies;
• Understanding of trauma-informed and therapeutic educational practices and the ability to support teachers working with students with significant social-emotional needs;
• Commitment to continuous learning and growth;
• Commitment to educational equity and serving diverse student populations.

Physical Requirements

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the positions essential functions.

• Physical Strength Requirements: Frequent walking; lifting or carrying up to 25 pounds

• Posture & Movement Requirements: Frequent standing and walking throughout a school; travel to meetings throughout the district
• Sensory Requirements: Ability to perceive written information; ability to perceive oral and written directions; ability to communicate clearly

Reporting Relationships

• Position Reports to: TheSchool Principal

Terms of Employment

• Position Type: Part- Time
• FLSA Classification: Exempt
• Union Status:SEU Unit A
• Salary and benefits are determined in accordance with theSomerville Educators Union Unit Acollective bargaining agreement and the policies of the Somerville School Committee.

Pre-Employment Requirements

MA Criminal Offender Record Information (CORI) Clearance

Fingerprints

The Somerville Public School does not discriminate in its programs facilities or employment of educational opportunities on the basis of race color age religion disability pregnancy home status marital/civil union status sex/gender gender identity sexual orientation citizenship status place of birth national origin ancestry cultural identity genetics or military status and does not tolerate any form of retaliation or bias-based intimidation threat or harassment that demeans individuals group or interferes with their ability to learn or work.