SY 2026-2027 Instructional Coach (High School)

About the role

Gestalt Community Schools (GCS) is a system of K–12 college-preparatory charter schools in targeted Tennessee communities. GCS schools provide strong academic outcomes for scholars through initiatives including meaningful community involvement. The Instructional Coach works one-on-one and in small groups with teachers, providing guidance, training, and other resources as needed. They focus on research-based strategies for engaging students and improving their learning. An Instructional Coach is responsible for providing and/or arranging professional development activities for all teachers in a school or district. This role requires juggling several roles and the skills needed to oversee a wider professional development effort within the school.

Responsibilities

• Facilitate teachers’ understanding and implementation of the Common Core State Standards and ACT College Readiness Standards by developing and executing school-wide PLCs.
• Facilitate the implementation of Curriculum Frameworks through training and observational feedback.
• Create learning plans for teams and/or teachers aligned to school academic goals.
• Support teachers’ AMO and personal goals by using coaching strategies that gradually release responsibility for implementing instructional practices to the teacher (e.g., co-planning, modeling, co-teaching, side-by-side coaching, and observing).
• Consistently analyze teacher practice through ongoing classroom observations, data analysis, and examination of student work.
• Provide clear and direct feedback to teachers based on analysis of practice and data.
• Work with school principals and deans to create, develop, and implement academic goals.
• Co-present during New Teacher Seminar & GCS Educator’s Conference.
• Attend monthly Coaching Meetings.

The Instructional Coach reports to the school principal.

Requirements

• 4+ years of teaching experience at Levels 4-5 with demonstrated competency in gap closure.
• Ability to manage several projects and meet deadlines.
• Experience presenting and working with adult teachers.
• Knowledge of adult learning theory.
• Ability and desire to motivate adult learners to improve professional practices.
• Initiative to develop systems and structures to improve teacher practices within your school.
• Strong content knowledge and teaching pedagogy.
• Working knowledge, understanding, and belief in the GLOE & Curriculum Frameworks, Common Core State Standards, and ACT College Readiness Standards.
• Effective written and oral communication skills.