Instructional Transformation Coach, K-8 (SY26-27)

Position Summary

Boston Public Schools seeks an exceptional Instructional Transformation Coach who is highly qualified and knowledgeable to support one of the Boston Public Schools in need of rapid and sustained transformation and join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter.

Responsibilities

• Provide professional support and technical assistance to teachers and monitor them to ensure the full implementation of the instructional focus and expectations.
• Using district-adopted curriculum materials and pedagogical framework to set up effective classroom environments, assist in the following:
• Planning effective lessons and unit planning aligned to curricular best practices
• Co-teaching and modeling lessons with teachers
• Providing in-class coaching and feedback, which may include videotaping and debriefing lessons
• Assist in the proper implementation of BPS mid- and end-of-year assessments, as well as the analysis and response to results by supporting the effective and responsible use of data to identify additional tier two and three supports for students and supporting educators to effectively provide tier two and three supports to students to meet individual needs, including reviewing assessment data on a regular and ongoing basis to determine early risk indicators and interventions necessary for improving student achievement;
• Maintain an up-to-date log of all activities in and out of classrooms, including activities, objectives, teachers worked with, outcomes, next steps, and timelines.
• Monitor individual teacher progress by designing and implementing a professional development arc of learning that strategically grows teacher quality and leadership so that all students experience thoroughly planned units of study that broadens their understanding of the world around them.
• Maintain an up-to-date log of all activities in and out of classrooms, including activities, objectives, teachers worked with, outcomes, next steps, and timelines.
• Monitor professional development activities, and the consequent implementation of curriculum and instructional strategies by meeting with principals and other school supervisors.
• Participate in all professional development activities, including weekly meetings focused on implementation coordination, problem-solving, and coaches' professional development, and additional training opportunities provided during the school year and, if possible, during the summer.
• Support the establishment of strong tier-one instruction through the effective enactment of standards-aligned, district-supported curricula and ongoing adjustments to practice based on evidence of student learning.
• Partner with school leadership and central office staff to lead staff in unpacking curricula through anti-bias screening tools, such as the 7 Forms of Bias.
• Provide leadership, professional development in instructional practices, and coaching regarding support for English Language Learners and Special Needs Students.
• Work with the Principal and BPS in the evaluation, modification, and development of transformation and/or quality school plans and reports in partnership with the Department of Elementary and Secondary Education and BPS Transformation Office that demonstrates the instructional best practice and supporting data/artifacts that leads to higher student achievement and acceleration of student performance.
• Organize and lead events at the school, with families and community members, that promote BPS as a place where rigorous teaching and learning occurs.

Qualifications

• Hold a valid Massachusetts Teaching License in the appropriate content area.
• At least five (5) years of experience and demonstrated expertise as a teacher of relevant content and/or subjects with deep knowledge of curriculum, instruction, interventions, and assessments.
• Demonstrated history of success working with teachers and administrators to lead and support instructional change at schools through building strong classroom environments and positive school culture to close opportunity and achievement gaps in urban classrooms and schools by coaching and giving feedback to adults.
• Demonstrate capability to work collaboratively with a variety of stakeholders, such as school-based staff, district staff, families, youth, community members, and other essential partners while prioritizing competing demands.
• Growth, problem-solving, and team-oriented mindset.
• Demonstrated cultural proficiency and ability to lead others in conversations of race and culture.
• Excellent analytical, writing, editing, and verbal communication skills and strong organizational skills.
• Deep knowledge and understanding of, and demonstrated ability to connect with the racial, linguistic, and ethnic backgrounds of students and families served.
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.