INTERNAL APPLICANTS - CLICK HERE TO APPLY
 

Tri-County Regional Centre for Education

The Tri-County Regional Centre for Education (TCRCE) encompasses the three (3) Counties of Shelburne, Yarmouth, and Digby serving approximately 6100 students in twenty-two (22) schools, composed of 13 Elementary Schools, 6 High Schools, 1 Middle School, and 2 Elementary/High Schools.

TCRCE is an equal opportunity employer; we welcome applications from people with disabilities, and we can provide accommodations during the interview and hiring processes. We value the diversity of the people we hire and serve. We have an Employment Equity Policy and we actively encourage applications from under-represented groups, particularly people of African descent/ancestry and Mi’kmaw/Indigenous ancestry. Please ensure that you complete the self-identification portion on the position application.

DEADLINE FOR APPLICATIONS (mm,dd,yyyy): 09/10/2026  at 11:59pm.

Effective Dates (mm,dd,yyyy): 09/21/2026 to  

Position Type: Temporary Assignment

Position:               Coach, Literacy (P-12)

Reports to:            Coordinator, TCRCE

Location:               Shelburne County Schools

The overall purpose of a Coach in TCRCE is to enhance instructional effectiveness and positively impact student learning, achievement, and well-being across the P-12 system. The coach is responsible for providing student‑focused, collaborative support to teachers through classroom and virtual (synchronous and asynchronous) coaching. The coach strengthens instructional practice by engaging teachers in reflective dialogue, modeling high-leverage practices, and using student evidence to inform instructional decision-making.

1. Curriculum Expertise: Deep understanding of curricular expectations; training in Early Literacy Support/Structured Literacy approaches considered an asset; small-group reading/writing instruction (using best evidence-based approaches);


2. Education: Master of Education Degree in Curriculum, Assessment, or related field;

2. Certification: Must hold a valid Nova Scotia Teaching Certificate.


3. Instructional Frameworks: Demonstrated proficiency in recognized instructional frameworks, such as the Gradual Release of Responsibility.


4. Experience: 5-7 Years ddemonstrated record of effective classroom practice.

1. Professional Collaboration & Collective Efficacy 

1. Coaches will engage in structured, purposeful collaboration with teachers, regional teams, system partners, and EECD to improve student achievement.


2. Coaches will build trust and collegial relationships with teachers that result in increased ownership of student learning.


3. Coaches will facilitate reflective conversations to deepen understanding of curricular expectations and co‑create instructional goals.


4. Coaches will enhance professional learning communities at both school and regional levels, including supporting Student Success Plans (SSPs).

2. Classroom‑Embedded Coaching & Collaboration 

1. Coaches will work directly in classrooms with teachers to strengthen instructional design and pedagogy through co‑planning, co‑assessing, co‑teaching, and modeling effective instructional practice.


2. Coaches will support responsive instruction that addresses the needs of all learners.


3. Coaches will model evidence‑informed instructional practices aligned with Tier 1 instruction.

3. Assessment, Data, & Intervention 

1. Coaches will utilize provincial, regional, and school‑based data to inform coaching priorities.


2. Coaches will support teachers in using assessment evidence to guide instructional planning and next steps.


3. Coaches will support the use of data to identify and respond to student learning needs within Tier 1 instruction.

4. Virtual Coaching & Collaboration 

1. Coaches will mentor teachers through virtual platforms using effective pedagogies and high‑leverage practices.


2. Coaches will collaborate with teachers online to analyze student evidence and refine instructional strategies.


3. Coaches will use Resource Hub analytics to monitor engagement and inform coaching supports.

5. Professional Learning Design 

1. Coaches will design and facilitate professional development aligned with provincial and regional instructional priorities.

6. Contacts 

1. Coaches will collaborate with teachers, administrators, school‑based teams, regional teams, and EECD partners to align coaching efforts with student learning priorities.

7. Innovation 

1. Coaches will design and adapt instructional coaching approaches and contribute to the continuous improvement of the provincial asynchronous Resource Hub.


2. Coaches will leverage emerging digital tools and resources to enhance teaching and learning effectiveness.

1. Uses provincial, regional, and school data to inform coaching priorities; utilizes common provincial tools and forms to ensure consistency in coaching practice across the system. Exercises professional judgment in selecting appropriate coaching strategies, models, and tools tailored to teacher needs and learning goals.

2. Makes timely decisions related to organizing coaching activities, maintaining records, and fulfilling duties that ensure high-quality support for student learning.

Working Conditions

A - Physical Effort: Minimal

Frequent sitting, but opportunity to move about. Some lifting related to evaluation of computer and learning resource products and implementation of professional development for teachers using ICT. Frequent public presentations involve standing for extended periods.

B - Physical Environment: Minimal

School classrooms and regional offices. Some travel by automobile.

C - Sensory Attention: Minimal/Moderate                    

Regular need to concentrate on reading and listening. Sensitivity to issues of bias in diverse populations including First Nations and African Nova Scotians.

D - Mental Pressures: Minimal/Moderate                     

Pressure from deadlines; occasional unpleasant calls. Some disruption to personal life through travel and extended hours.

1. May be required to perform other related duties as assigned; including but not limited to, substitute teaching in classrooms as required by the region.


2. An equivalent combination of education and experience may be considered.

TO APPLY:

• Complete the online profile/resume - you can attach a resume to your profile, security checks, and reference letters if applicable. In the profile ensure you fill in all areas with a red asterisk * to avoid errors even if it doesn't pertain to your application.


• Ensure your resume is up to date and includes all relevant education, experience, training, and certificates. 


• Ensure to upload all post secondary education diploma/certificates. 

(Please note: Three (3) references from Immediate Supervisors required - failure to include your references will cause delay in processing your application, also you should include email addresses for your references, this will speed up the process, ensure they know to check their junk/spam folders).

Once You've Applied:

Thank you for your interest in this position. Only those applicants selected for an interview will be contacted. A notification email will be sent when the position has been filled. Ensure to check your junk/spam folders.

SECURITY CHECKS:

The Tri-County Regional Centre for Education requires that all newly hired employees provide a satisfactory Child Abuse Register Check and Criminal Record / Vulnerable Sector Checks. If you have current security checks less than 3 months old you can attach these checks to your profile / resume, otherwise, you will receive instructions once a decision has been made on your application. 

For more information about the TCRCE visit our website at https://www.tcrce.ca/