Instructional Services School Coach (Literacy) - 1.0FTE

There are four openings for the 2026/2027 school year. Priority consideration will be given to current SPS certificated staff. This is a Certificated Career Ladder position, which entails additional duties beyond a certificated contract and includes an annual stipend in addition to the assigned certificated non-supervisory salary placement.

About the Role

Seattle Public Schools is seeking instructional coaches to support the implementation of the new Emerge K–5 curriculum across all 72 elementary and K–8 schools. Coaches will partner with educators and school leaders to strengthen instructional practice and ensure the Emerge instructional materials are implemented as intended. Working within existing district infrastructure—including Career Ladder supports, Professional Learning Communities (PLCs), and Early Release Professional Development—coaches will provide ongoing, job-embedded support that builds teacher capacity and advances high-quality teaching and learning for all students.

Instructional coaching is a critical lever for sustainable school improvement, linking professional learning directly to classroom practice. Through ongoing, relationship-driven support, coaches help teachers translate new learning into impactful instructional strategies that increase student engagement, strengthen mathematical discourse, and deepen problem-solving skills. By fostering reflective practice, using data to guide instructional decisions, and maintaining strong collaboration with teachers and leaders, coaches build teacher confidence, collective efficacy, and instructional coherence.

This is a full-time release position from classroom teaching duties.

Responsibilities

• Conduct ongoing evaluations of the instructional improvement action plans at the district and school levels in collaboration with the Director of Curriculum and Instruction, content area managers, and school-based coaches based on student achievement data, direct observation, and feedback from staff, students, and parents.
• Plan and conduct research-based professional development for school-based coaches and teacher leaders; apply concepts of adult learning and motivation to meet the needs of staff with varying skill levels; use a variety of group configurations and presentation formats to engage adult learners; facilitate reflection and dialogue among school-based coaches; mentor beginning coaches to develop their coaching practice.
• Conduct focused observations of school-based coaches and classroom teachers; model appropriate classroom support to school-based coaches; provide situation-specific assistance adapted to the needs of the school and school-based coach.
• Assist school-based coaches in assessing and developing appropriate intervention and accommodation strategies for classroom teachers related to students who are second language learners, enrolled in Special Education programs, and underrepresented students with diverse learning needs.
• Demonstrate lessons for school-based coaches and teachers to observe; work alongside school-based coaches and teachers to demonstrate instructional strategies, model intensive classroom support, and guide implementation in schools and classrooms.
• Develop strategies and work with schools to maintain appropriate pacing of instructional programs and correct use of adopted materials.
• Work with principals and central administration to analyze and document student performance data, assess the effectiveness of the school-based coaching program, and communicate results to appropriate stakeholders.
• Participate in school Learning Walks (small teams that visit classrooms with a specific focus) in assigned schools.
• Participate with district teams, councils, and committees in strategic planning efforts to improve the district's teaching and learning processes.
• Assist in reviewing alignment of district curriculum with state standards and grade-level expectations; identify gaps between grades; provide feedback and guidance to teams of grade-level teachers to improve curriculum alignment.
• Assist in developing, analyzing, and adapting curriculum and instructional materials.
• Build and maintain effective relationships with students and adults.
• Attend classes, workshops, meetings, and seminars related to instructional services coach activities; collaborate with other instructional coaches and curriculum specialists in developing and providing central and school-based professional development.
• Communicate clearly with and attend to the needs of culturally diverse audiences; attend ongoing culturally relevant professional development classes and apply these skills to actions that result in systemic improvements.
• Perform related duties consistent with the scope and intent of the position.

Requirements

To be considered for this Career Ladder position, candidates must meet the following criteria:

• Teachers must have an evaluation rating of proficient or higher in all eight TPEP criteria and a state student growth impact rating that is “average” or higher on their most recent comprehensive evaluation.
• Teachers currently on a focused evaluation must meet the above criteria and also have a rating of proficient or higher in their identified focused criteria and a state student growth impact rating that is “average” or higher on their most recent focused evaluation.
• Must have been rated "Innovative" in at least two of the following domains of the PG&E: Classroom Environment; Planning and Preparation; or Instruction (must be at least "Proficient" in the other domains).
• Beginning in 2012-13, a teacher of tested subjects must have achieved high student growth for two consecutive years.
• To become a career ladder teacher at a low-performing (Level 1) school, must have demonstrated experience working with similar student populations.

Qualifications

• Master's degree and three (3) years of successful teaching experience, and two (2) years of successful educational coaching experience or related experience mentoring/coaching adults.
• Substitution: Bachelor's degree in a major content area and five (5) years of successful teaching experience. No substitution for two (2) years of successful coaching experience.
• Valid Washington State Teaching certificate.
• Valid Washington State driver's license or evidence of equivalent mobility.

Skills

• Adult learning theory and instructional design and delivery.
• Standards for school-based professional development, coaching, and mentoring techniques.
• Collaborative methods and effective student and adult behavior management.
• Effective instructional techniques and familiarity with curriculum and instructional materials used by the district.
• Current research about the elimination of achievement gaps and accelerated student learning.
• Rules and procedures for student and adult safety.
• Instructing, coaching, and leading adults; analyzing and interpreting student performance data.
• Aligning instructional materials with State standards and grade-level expectations.
• Appropriate use of a variety of instructional methods and adapting subject materials to increase achievement.
• Developing assessment tools and statistical reports.
• Organization, time management, decision-making, and problem-solving.
• Effective written and oral communication.
• Use of computers for tracking data, building spreadsheets, conducting presentations, and communicating via email.
• Coordination and facilitation of activities; collaboration with staff and administrators.
• Adaptability to change and flexibility; organization and development of activities.
• Establishing and maintaining effective working relationships with all stakeholders in a multicultural community.
• Addressing different adult and student learning and behavioral styles and abilities.
• Addressing new trends and ideas in education and education transformation.
• Working independently and as a team member; exercising self-discipline in behavior and attitude.

Benefits

Seattle Public Schools benefits are administered by the Washington State Healthcare Authority (HCA) under the School Employees Benefits Board (SEBB). Eligibility for benefits is determined by the number of hours employees are anticipated to work during the school year (September 1 through August 31). Any employee who is scheduled to work 630 hours or more in a year is eligible for benefits.