CAMPUS INSTRUCTIONAL COACH-ENGLISH LANGUAGE ARTS & READING

About the role

Campus Instructional Coaches work with teachers on their assigned campuses to provide instructional support, lead data‑driven instruction efforts, disseminate curricular information and practices, design and facilitate professional learning, and provide interventions to students throughout the year. They primarily work with teachers running regular data meetings and coaching cycles following Harmony‑endorsed instructional coaching models. In addition, they assist campus leaders in the implementation and tracking of other academic programs including mentorship, instructional rounds, professional learning communities (PLCs), micro‑credentials, Student Learning Objectives (SLOs), and Arc of the Year. The goal of this position is to provide comprehensive support for all teachers to ensure their success with instruction and enhance their professional growth to positively impact student achievement. Campus Instructional Coaches can be assigned to work with any teacher groups according to campus needs and the principal’s discretion.

Requirements

• Bachelor’s degree from an accredited college or university
• Minimum 2 years of full‑time teaching experience in the subject area (Math, ELA, or PK‑2)
• Preferred: Master’s degree
• Valid professional teaching certificate
• Accomplish a “Proficient” rating in the teacher evaluation system for two consecutive years (equivalent to 3.0 out of 4.0 in H‑TESS)
• Minimum 2 years of combined experience in teacher‑leader roles (Mentor, SCL, Department Chair, PLC Leader, etc.)
• Micro‑credentials earned from any Harmony Teacher Leader role cards
• Demonstrated student achievement/growth in STAAR and NWEA MAP that exceeds campus/district average, if applicable
• Professional development in classroom management, student engagement, instructional planning, and instructional coaching
• For PK‑2 Literacy Coach positions only: valid Reading Specialist certification

Responsibilities

• Understand and support the mission, vision, and values of Harmony Public Schools
• Model and instill a love of learning
• Provide 15 hours of weekly interventions to students
• Lead biweekly data meetings with teachers
• Run coaching cycles with teachers
• Use video or other data‑collection methods to identify current reality for teachers
• Assist teachers in setting SMART/PEERS goals to improve student outcomes
• Use the Harmony Instructional Playbook (HIP) to help teachers implement high‑impact strategies
• Co‑plan and co‑teach lessons with teachers when needed
• Model effective classroom management and instructional strategies for teachers
• Follow up with teachers after closing a coaching cycle to ensure transfer of learning
• Document evidence of coaching cycles by submitting a brief coaching report to the principal bi‑weekly for each cycle
• Support teachers in earning micro‑credentials
• Assist teachers with evidence/artifact collection to submit their micro‑credentials
• Work with campus and district leaders to design and deliver professional development for teachers
• Train teachers on Teach Like a Champion (TLAC) strategies aligned with Arc of the Year data
• Support non‑tested teachers in creating SLOs and assessments aligned with their curriculum
• Assist campus/district leaders with implementation and tracking of Instructional Rounds
• Collaborate with the campus instructional leadership team (ILT) to plan and execute campus PLs and grade‑level/departmental PLCs during weekly early‑release days
• Train and support PLC leaders on Harmony’s PLC model
• Work with campus leaders to implement and track the teacher mentorship program on campus
• Train mentor teachers on Harmony’s mentorship program
• Participate in annual curriculum writing/revision camps at the Central Office
• Perform other duties as assigned

Skills

• Knowledge of curriculum and instruction
• Effective written and oral communication with all levels of management, both internal and external to the district
• Ability to establish and maintain effective working relationships both internal and external to the district
• Strong organizational, interpersonal, and communication skills
• Proficiency with computers, including district software, databases, spreadsheets, word processing, calculators, copy machines, and telephone systems
• Data analysis capability

Work Environment

• Light work; occasional light lifting
• Occasional nights and weekend activities may be required
• Position is primarily in a classroom setting with intermittent speaking, standing, walking, and writing
• Moderate travel required