Educational Coach / Trainer - Primary Program

Bellevue Montessori School•Bellevue, WA

9d•Onsite

About The Position

Bellevue Montessori School is seeking a collaborative and experienced educational leader to support program quality, staff development, and student success within our Primary program. This role ensures Montessori fidelity and compliance with Early Achievers and DCYF standards while partnering closely with teaching teams to maintain excellence in classroom practice. The ideal candidate is passionate about Montessori education, skilled in coaching and mentorship, and experienced in supporting teachers, interns, and families. This position plays a key role in professional development, classroom observations, child study coordination, parent partnership, and continuous program improvement to ensure a consistent, high-quality experience for students and staff.

Requirements

At minimum of 8 to 10 years of Montessori teaching experience in a Primary Level
Montessori Credentials via AMI, AMS, MACTE, or MEIPN
Demonstrates flexibility and adaptability in a dynamic school environment
Collaborative team player who builds trust and strong professional relationships
Organized and detail-oriented with strong follow-through
Technologically proficient and comfortable using Google Workspace (Docs, Sheets, Slides, Drive, Forms)
Comfortable leading both small and large professional development sessions
Confident and engaging presenter with the ability to facilitate group trainings and discussions
Strong verbal and written communication skills
Skilled in providing constructive, clear, and actionable feedback
Motivates and inspires staff through positive leadership and coaching
Self-starter with the ability to work independently and take initiative

Responsibilities

Ensure the school meets Early Achievers and AMS standards for best practices in Early Childhood education.
Ensures Montessori program fidelity across classrooms through regular observations, coaching, and feedback aligned to Montessori principles and the school’s pedagogy.
Partners with teaching teams to align classroom practices with child development best practices (Powerful Practices) and Montessori philosophy (grace and courtesy, normalization, freedom within limits).
Partners with the Primary Program Director to set goals and monitor progress, ensuring a consistent Primary student experience through DERS observations, Child Study meetings, staff training, coaching, and support.
Collaboratively plan Prep Week professional development (support staff, Interns).
Facilitate professional learning meetings with classroom support staff, interns, and Activity Club staff (monthly; twice monthly in September and October).
Coordinate the Primary observation cycle: September transitions observation (focus on students’ experience transitioning into the classroom), DERS observations in October/November, and April (April may focus on areas targeted through coaching).
Oversees New Employee orientation and ongoing Montessori training for the first 90 days of a new Primary staff member’s employment to ensure alignment with Montessori principles and adherence to Department of Children, Youth and Families (DCYF) requirements and School policy and procedures.
Prep Week Classroom staff Professional Development training meeting specifically on how staff can support new students transitioning into the classroom, including those for whom English is a second language.
Plan and implement monthly (bi-monthly for Sept & Oct.) meetings with classroom support staff and Activity Club staff for a discussion group or continuing professional development training.
Implement ongoing Primary staff training through small group and individual mentorship.
Continue to implement the Montessori Intern monthly meetings, coordinate visits, and ensure other program requirements are met.
Mentor staff on writing parent communications, such as Incident and Accident reports, emails, and progress reports to convey professionalism and attentiveness to the happenings in our program.
Observation in Sept. in each classroom, looking at how the staff support transitions - connection with the student.
DERS observations in Oct/November and the second one in April. The April DERS observation can focus on areas or staff that the Coach has been working with the staff for improvement.
Support planning and participate in monthly Butterfly Pediatric meetings where Child Specialist (OT, PT) answers questions from staff regarding student issues.
Collaborate on creating or providing parent partnership opportunities, including but not limited to: in-person meetings, virtual presentations, written materials, and resource lists.
Plan for and attend (along with the Primary Program Director) Parent Meetings for children in Child Study.
Identify students who may benefit from additional supports through observation and staff consultation.
Guide classroom staff (including interns) in collecting and documenting observations, work samples, and other relevant data.
Collaborate with the Behavior Specialist to develop an observation plan, recommended strategies, and follow-up steps once a student is identified as needing support.
Draft the Child Study / Behavior Support Plan and co-present it with the lead teacher and Primary Program Director to families to inform, build partnership, and support implementation.
Plan for and attend parent meetings for children in Child Study (with the Primary Program Director).
Support planning and participate in monthly Butterfly Pediatric consultation meetings where the Child Specialist (OT/PT) responds to staff questions and supports problem-solving around student needs.
Write up a Child Study Behavior plan and present it to the parents with the lead teacher and Program Director to form a school-home partnership.
Edit half of half Primary progress reports with a focus on students in child study to provide consistent feedback to parents.
Create quarterly newsletters for classroom assistants, including interns.
Provide coverage for Front Desk staff or other roles as needed during staffing shortages; note opportunities to strengthen front desk or classroom practices as appropriate.
Complete other tasks as directed by the Primary Program Director or School Director.