Instructional Coach-Beacon Hill Middle School

Department: Individual school site • FLSA: Exempt • 210-day work schedule • Reports to: Principal

About the role

The Instructional Coach builds the capacity of CSD teachers to deliver engaging, culturally responsive, relevant, and challenging instruction that drives positive academic and social-emotional learning growth. Coaches achieve this through standards-based, data-driven coaching; purposeful instructional planning; culturally-responsive praxis; and professional learning aligned with the CSD Instructional Framework.

Responsibilities

• Self-Development
  • Develop deep mastery of academic standards in assigned subjects/grades and a strong understanding of standards across all subjects/grades.
  • Understand the implications of standards on student knowledge and teacher facilitation for mastery.
  • Study curriculum and assessment content to map assessments to content mastery and identify requirements for students and teachers.
  • Study culturally-responsive education to understand how socio-cultural context influences student outcomes.
  • Develop knowledge of best practices in instructional methods and teach teachers to match strategies to student mastery gaps.
  • Manage personal calendar to prioritize high-quality instructional coaching, PLC facilitation, and core duties.
• Instruction
  • Set measurable goals with each teacher for coaching cycles.
  • Provide ongoing content/curriculum-specific coaching using a structured cycle (e.g., observations, data analysis, debrief, modeling, follow-up).
  • Identify and model high-leverage teacher skills and action steps for coaching cycles.
  • Support teachers in implementing components of the school’s instructional framework (e.g., EL, International Baccalaureate).
  • Use diverse, culturally-responsive coaching strategies (co-teaching, co-planning, modeling, scripted practice, data analysis) to develop teacher skills and accelerate student achievement.
  • Link PLC work to coaching (e.g., observing next steps from PLC meetings, providing feedback).
  • Collaborate with the district Teaching and Learning Team and other Instructional Coaches to promote consistency of educational experiences.
  • Provide induction support for teachers in their first three years.
  • Collaborate with peers, administrators, and district leaders to plan, organize, and evaluate culturally-responsive instructional materials.
  • Assist teachers in implementing modifications and accommodations.
  • Model professional oral and written communication with all stakeholders.
• Curriculum & Assessment
  • Build teachers’ capacity to plan, gather, and use high-quality data to inform teaching and re-teaching during lessons (e.g., monitoring pathways, checks for understanding).
  • Build teachers’ capacity to gather, analyze, and use formative and summative data to inform instruction, scaffolding, and re-teaching (e.g., reviewing exit ticket data, analyzing unit assessment trends).
  • Link data-analysis trends and next steps from PLC meetings to daily instruction via observation and feedback.
  • Build teachers’ capacity to strategically plan for upcoming units/modules (e.g., using assessments to plan for misconceptions, deconstruct standards, calendar lessons, decolonize curriculum, integrate SEL competencies).
  • Build teachers’ capacity to intellectually prepare for lessons (e.g., planning for misconceptions, creating/deconstructing objectives, modifying curricular resources, rehearsing lessons).
  • Facilitate grade-level/department PLC meetings to deepen content knowledge and culturally-responsive curriculum resources.
  • Participate in or facilitate instructional planning, data analysis, or skill-building PLC structures aligned with district initiatives.
  • Support administrative staff as a building resource for a culturally-responsive, standards-based learning environment.
• Students
  • Support teachers in planning effective differentiation for all students, including those in Special Education, ESOL, Gifted, EIP, and Title 1 programs.
  • Build teachers’ capacity to address racist, sexist, or other biased comments/actions from students and create learning opportunities from them.
  • Build teachers’ capacity to interrupt instructional practices that produce dependent learners (e.g., developing cognitive skills and habits of mind for higher-order knowledge).
  • Build teachers’ capacity to take ownership of their role in addressing the education debt to Black students.
  • Collaborate with building leaders and teachers to support testing and data collection for individual students to plan future instruction.
• Other Duties
  • Perform additional instructional and school support duties as directed by the principal (10% or less of time).
  • May oversee parent/community volunteers, student helpers, or other stakeholders.

Requirements

• Demonstrated student achievement results in own classroom and from teachers supported.
• Expertise in grade/department or school-wide academic standards and state assessments.
• Understanding of high-leverage instructional strategies and their differentiation based on child development and culturally-responsive pedagogy.
• Ability to translate student mastery requirements into instructional plans and strategies.
• Expertise across a grade/department’s standards and how student mastery will be assessed; understanding of culturally-responsive instructional design.
• Ability to create inclusive environments that honor and support diversity of backgrounds and perspectives.
• Ability to develop teachers through feedback and professional learning opportunities.
• Awareness of personal racial identity and implicit biases.

Qualifications

• Graduate degree in Elementary Education or related field.
• Three years of exemplary teaching experience.
• Coaching Endorsement or equivalent.
• Other education or experience deemed equivalent by the Superintendent.

Preferred Qualifications

• Specialist Degree or higher in Elementary Education, Curriculum and Instruction, or related field.
• Three years of experience with EL education, IB, or other education reform models.
• Three years in a leadership or mentoring capacity in an elementary school environment.

Pay

Teacher salary scale with an additional 20 days of compensation.

Schedule

210-day work schedule (may include non-standard hours such as nights and limited occasional weekends).

Physical Demands

• Ability to lift and carry files/materials up to 25 pounds.
• Ability to move freely throughout the facility and sit for prolonged periods.
• Adequate vision, hearing, and manual dexterity for written, phone, and in-person interactions.
• Must be able to perform essential job functions with or without reasonable accommodations.