SY 2026-2027 Middle School Instructional Coach (Math)

At its core, instructional coaching involves two people: the classroom teacher and the coach. An

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. They are experienced, highly accomplished,

and well-respected educators who must have credibility with teachers and administrators. This role requires

an ability to juggle several roles, and the skills needed to oversee a wider professional development effort

within the school.

Responsibilities

· Facilitate teacher’s understanding and implementation of the Common Core State Standards, ACT

College Readiness Standards by developing and executing school-wide PLCs

· Facilitate the implementation of GCS GLOE and Curriculum Frameworks through training and

observational feedback

· Create learning plans for teams of 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 (ex. 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

· Delivers training for school and GCS professional development meetings

· Works with school principal and deans to create, develop and implement academic goals

· Attend Spring Training Sessions (March, April, May)

· Co-Present during New Teacher Seminar & GCS Educator’s Conference

· Attends monthly Coaching Meeting

Instructional Coaches (IC) report to the Managing Director of Teacher Development (MDTD) and

work closely with the school principal

Math background (Preferred)

4+ Years of teaching experience at Level 4-5 with demonstrated competency of 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;

· Demonstrates knowledge of iMAC and Google Drive Software, Digital Content, SchoolNet &

Schoology.