2026-27 Instructional Coach - Full-Time (1.0 FTE) - Page Elementary School
About The Position
Springfield Public Schools seeks outstanding candidates for the position of Instructional Coach at Page Elementary School. To support this work, successful candidates will possess the following characteristics that support our vision of Every Student, Every Day and share our values: A belief that every student can and will learn; The desire to eliminate inequities in student achievement; The motivation to foster safe, healthy and engaging environments; A commitment to promote an inclusive culture that draws on the assets of students, staff and community. Coaching is a non-evaluative learning relationship between an Instructional Coach and teacher or group of teachers, with the goal of learning together, thereby improving instruction and student achievement. Purpose: The Instructional Coach utilizes the partnership principles with school administration, as well as in support of departments, school teams, PLCs, and teachers to improve student learning. The Instructional Coach helps teams develop and maintain a functioning structure that includes norms, procedures, and the collection and analysis of data. The Instructional Coach focuses on providing individual and team professional development for identified areas of need using research-based instructional strategies. In addition, the Instructional Coach provides personalized support based on the goals and identified needs of individual teachers using a coaching cycle.
Requirements
- A valid state of Oregon teaching license
Nice To Haves
- Previous Instructional Coaching experience
- Minimum five (5) years successful teaching experience
- Leadership positions and/or supporting teachers using effective instructional practices
- Knowledge of: Research-based, high-quality instructional practices that meet the needs of all students
- How to match research-based practices to support student mastery of Oregon State Standards
- Implementation Science/Program Implementation
- Structures and facilitation skills to support highly effective teams
- Best practices and tools to support adult learners
- Strong understanding of multi-tiered systems of support (MTSS) for academics and social/emotional/behavior
- Knowledge and experience working in a school or district that implements the concepts of Response to Intervention (RtI)
- Knowledge of school-wide Positive Behavior Interventions and Supports (PBIS)
- Understanding of, and responsiveness to, the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds that characterize a K-12 school community in a manner specific to the position
- Exceptionally strong communication habits and skills
- Strong organizational and planning skills
- Ability to successfully collaborate with and motivate peers
- Deep understanding of data collection and analysis
- Ability to foster positive relationships with colleagues
- Demonstrate beliefs about productive conversations
- Exhibit high level of ethical and confidential regard to student and teacher performance
Responsibilities
- Collaborates with building target design team to develop targets and implement district-wide initiatives
- Meets regularly with administrators to align coaching activities with building action plan
- Collaborates with the building Principal and leadership teams to provide building based professional learning
- Data collection, analysis, and interpretation to improve and enhance instruction, support student outcomes and teacher practice
- Research and development related to school focus/goals through a collaborative inquiry process
- Collaboratively engage in professional learning related to quality instructional practices to build capacity of team members
- Support teams with data analysis to enhance instruction and improve student outcomes
- Facilitates instructional planning, error analysis and lesson reflection to support student outcomes
- Enrolls teachers in coaching cycles through a partnership approach
- Partners with teachers to identify needs and set student-centered goals
- Collaborate with teachers to learn about research-based instructional practices to meet student-centered goals
- Instructional planning related to formative assessment, lesson design, etc.
- Models or utilizes other forms of modeling to demonstrate teaching practices
- Reviews and reflects with teachers on progress toward student-centered goals
Benefits
- The salary range is $47,588 - $103,098 depending on education/experience.
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What This Job Offers
Job Type
Full-time
Career Level
Mid Level
