Instructional Services School Coach (Math) - 1.0FTE

About the role

This is a Certificated Career Ladder position open only to current Seattle Public Schools certificated staff. Career Ladder positions are stipend roles that entail additional duties beyond a certificated contract. The Secondary Math Instructional Coach supports the implementation of job-embedded professional learning for teachers and school leaders in direct support of the middle school math academic goal — increasing 8th grade SBA proficiency by nearly 16 percentage points by 2030.

The purpose of this position is to ensure middle school students receive highly effective math instruction to meet grade-level standards through implementation of the district’s middle school math instructional resources and initiatives. The coach will support effective implementation of the enVision mathematics curriculum and shift teacher instructional practice to maintain grade-level rigor, expect students to do the cognitive work, and engage students in mathematical discourse and sense-making.

These positions are structured as a three-year investment to provide sustained, job-embedded support while building long-term instructional capacity within and across schools. Each coach will partner with up to five schools so that all comprehensive middle schools and K‑8s have access to a secondary math coach. Coaches work in close collaboration with school principals, principal supervisors, and teacher leadership teams to deepen instructional expertise, strengthen implementation of enVision, and promote consistent, high-quality math instruction across classrooms.

In addition to supporting school leadership teams, coaches deliver professional learning and job-embedded support for teachers through modeling, co‑planning, classroom observations, actionable feedback, and collaborative problem‑solving focused on effective mathematics instructional practices. This is a full‑time release position from classroom teaching duties.

Responsibilities

• Conduct ongoing evaluations of instructional improvement action plans at 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 input from staff, students, and parents.
• Plan and conduct research‑based professional development for school‑based coaches and teacher leaders; apply adult learning and motivation concepts to meet the needs of staff with different skill levels; use a variety of group configurations and presentation formats; facilitate reflection and dialogue among coaches; mentor beginning coaches to develop their coaching practice.
• Conduct focused observations of school‑based coaches and classroom teachers; model appropriate classroom support; provide situation‑specific assistance adapted to the needs of the school and coach.
• Assist school‑based coaches in assessing and developing intervention and accommodation strategies for classroom teachers related to English language learners, students in Special Education, and underrepresented students with diverse learning needs.
• Demonstrate lessons for coaches and teachers to observe; work alongside coaches and teachers demonstrating instructional strategies, modeling intensive classroom support, and guiding 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 grade‑level teacher teams 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 and apply these skills to actions that result in systemic improvements.
• Perform related duties consistent with the scope and intent of the position.

Reporting relationships

Reports to the Math Program Manager.

Requirements

Knowledge

• Adult learning theory and instructional design and delivery
• Standards for school‑based professional development
• Coaching and mentoring techniques
• Collaborative methods
• Effective student and adult behavior management
• Effective instructional techniques
• 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

Skills

• 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
• Adapting subject materials and teaching techniques to increase achievement
• Developing assessment tools and statistical reports
• Organization and time management
• Decision‑making and problem‑solving
• Effective written and oral communication

Abilities

• Use a computer for tracking data, building spreadsheets, conducting presentations, and communicating via email
• Coordinate and facilitate activities
• Collaborate with staff and administrators
• Adapt to change and remain flexible
• Organize and develop activities
• Establish and maintain effective working relationships with all stakeholders in a multicultural community
• Address different adult and student learning and behavioral styles and abilities
• Address new trends and ideas in education and education transformation
• Work independently
• Work as a team member
• Exercise self‑discipline in behavior and attitude

Qualifications

Education and experience

• Master’s degree and three (3) years of successful teaching experience, and two (2) years successful educational coaching experience or related experience mentoring/coaching adults.
• Substitution: Bachelor’s degree in a major content area, and five (5) years successful teaching experience. No substitution for the two (2) years successful coaching experience.
• Additional minimum qualifications and preparation may be required based on the level and subject area assigned.

Licenses and special requirements

• Valid Washington State Teaching certificate
• Valid Washington State driver’s license or evidence of equivalent mobility

Eligibility

• 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 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.
• A written statement of purpose is required by the applicant.
• The application process will include a demonstration lesson and interview with a school‑designated interview team.
• Performance evaluation may include a peer‑review component.

Professional development

All Career Ladder Teachers will be required to participate in professional development training: an initial 6‑hour session and three 2‑hour sessions throughout the year.

Clearances

Criminal justice fingerprint and background check required.

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