School Instructional Coach - External Applicants Only - One-year-only Contract

Department: School | Supervisor: Principal | Salary: Teacher Salary Schedule (Lane A–G) | Contract: 189 days (9 months), 1.0 FTE, Exempt | Term: One-year-only contract, external applicants only | Revised: October 2026

About the role

The Instructional Coach provides non-evaluative, job-embedded support and professional development to classroom teachers and school teams. The overarching goal is to refine instructional practices, support implementation of school and district initiatives, and raise overall student achievement. The coach serves as a non-evaluative pedagogical leader, leveraging coaching cycles, professional learning communities (PLCs), data-informed decision-making, and evidence-based instructional strategies (including Proficiency-Based Learning) to build teacher capacity and elevate student learning outcomes district-wide. A professional Instructional Coaching endorsement is required, or willingness to obtain it within the first two years of placement.

Responsibilities

• Instructional Coaching & Capacity Building: Support teachers in delivering core content aligned with state standards and district learning activities; coach teachers to develop lesson plans and instructional materials, provide individualized and small-group instruction; promote research-based, effective instructional techniques and differentiated instruction; integrate Proficiency-Based Learning practices into coaching cycles; facilitate full non-evaluative coaching cycles (planning, modeling/co-teaching, observation, and reflective feedback) to support continuous teacher growth.
• Data Analysis & Assessment Collaboration: Collaborate with teachers on analyzing student assessment data and tracking achievement goals; guide teachers in maintaining student records and preparing progress reports; support PLCs and grade-level/department teams in utilizing common formative assessments to drive targeted tier-1 instruction and intervention.
• Classroom Environment Support: Coach teachers in multi-tiered behavioral supports; coach teachers to integrate Multi-Tiered System of Supports (MTSS) for academic and behavioral growth.
• Professional Learning & Collaboration: Communicate effectively with all stakeholder groups; promote and model a safe and supportive learning environment across classrooms and campus spaces; participate in required professional learning, including Coaching Academy and combined meetings; build positive, collegial relationships with teachers, administrators, school staff, parents, and community members; partner with school administrators and district leadership to align coaching activities with School Improvement Plans (SIP) and district strategic initiatives.
• Professional Conduct & Accountability: Maintain regular attendance, physical presence, and promptness; adhere to laws, district policies, procedures, and professional ethics standards; adapt productively to change and perform additional duties as assigned; maintain complete and accurate coaching records.
• Non-Essential Functions: Other duties as assigned.
• Assigned Decision Making: Authority to determine specific non-evaluative coaching interactions, observation tools, and pedagogical strategies best suited for individual coaching cycles and teacher needs; authority to design and facilitate job-embedded professional development, PLC data protocols, and teacher collaboration structures in consultation with school leadership.
• Non-Supervisory Interaction: Interacts and collaborates with employees, board members, patrons, vendors, administrators, and secretaries in schools; works collaboratively with other school-site coaches and participates in combined coaching meetings; collaborates regularly with District Department of Teacher Onboarding and Instructional Coaching, curriculum specialists, and school leadership teams.
• Supervisory Responsibility: The Instructional Coach is not a school administrator and does not evaluate or supervise employees; provides peer guidance, coaching, and non-evaluative mentorship only.
• Budget Responsibility: Not applicable.

Requirements

Knowledge & Skills

• Instructional Coaching & Pedagogical Knowledge: Experience conducting non-evaluative coaching cycles, delivering actionable feedback, modeling high-yield instructional strategies, and supporting evidence-based practices.
• Data-Informed Decision Making: Proficiency in guiding teachers and PLC teams through assessment data analysis, setting achievement targets, and designing data-informed tier-1 and targeted interventions.
• Curriculum & Core Standards Knowledge: Familiarity with the Utah Core State Standards, district learning frameworks, and curriculum tools and resources.
• Classroom Management & MTSS: Experience in supporting classroom management, positive behavior interventions, and multi-tiered systems of support (MTSS) to foster safe, engaged learning environments.
• Collaboration & Communication: High-level oral, written, and interpersonal communication skills required to build trust, maintain strict coaching confidentiality, and collaborate effectively with diverse staff, administrators, and district teams.
• Technology & Organization: Proficiency with district technology tools, digital assessment tools, and strong self-direction and time management skills.

Education, Training & Qualifications

• Current Professional Educator License issued by the Utah State Board of Education (USBE) in a relevant license area (e.g., Elementary, Secondary, Special Education) OR current equivalent professional educator license from another state or country (must obtain Utah Professional Educator License by end of first school year of employment).
• Professional Instructional Coaching endorsement or willingness to obtain within 2 years of hire.
• Master's degree or higher in education, curriculum and instruction, or a related field (preferred).

Prior Experience

• Minimum of three (3) years of successful experience as a classroom teacher; five (5) or more years preferred.
• Demonstrated leadership experience (e.g., department chair, PLC lead, mentor teacher, or curriculum developer) preferred.

Working Conditions

• Environment: Work is performed in a typical school environment and may involve extended periods of time at a keyboard or workstation.
• Physical Requirements: Regularly required to speak and/or hear; frequently required to stand, walk, reach with hands and arms, stoop, kneel, and crouch; specific vision abilities include close vision, distance vision, color vision, peripheral vision, and depth perception; must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds.