Instructional Coach - Department of Professional Development - 2025-26 School Year Only

Albemarle County Public Schools•Charlottesville, VA

1d•Onsite

About The Position

Instructional Coaching is part of the professional development system in Albemarle County Public Schools. The mission/vision of the coaching model is to promote a culture of collaborative, public, and reflective practice, a nd to support the continuous improvement of curriculum, assessment, and instruction by partnering with teachers to actualize professional goals. Overall, the job of the instructional coach is to work within a team of instructional coaches to build the capacity of teachers to meet the needs of all students through implementation of the Division's three levers: (1.) Framework for Quality Learning; (2.) Professional Learning Community; and (3.) Educator Performance Appraisal. The effective coach is seen as an equal partner with both novice and experienced teachers, spending the majority of the time collaborating around teaching practices (i.e., co-planning, modeling, observing, co-teaching, debriefing). Coaches facilitate job-embedded professional development alongside teachers to enhance understanding of curriculum, assessment, and instruction as informed by the Framework for Quality Learning. Coaches provide support to teachers as they engage in ongoing professional learning and to groups of teachers as they work in Professional Learning Communities to analyze student work and data. The instructional coach is non-supervisory and non-evaluative. The instructional coach is assigned to a team that supports a cluster of schools and is evaluated and supervised by a centrally based Lead Coach.

Requirements

Five years teaching experience required, tenure in ACPS preferred
Virginia professional teaching certification required
Demonstrated deep expertise in one or more of the following areas: adult learning theory, how students learn and process literacy and numeracy, pedagogy, content knowledge, and implementation of ACPS guaranteed viable curriculum and associated resources and programming
Demonstrated knowledge and use of a rich array of instructional approaches, resources, and technologies
Demonstrated commitment to understanding action research and inquiry as processes for building instructional capacity
Demonstrated skills in analyzing and using data for instructional decision-making
Demonstrated interpersonal, problem solving, and organizational skills required to effectively facilitate coaching and staff development
Ability to design and implement high quality job-embedded professional development
Knowledge and understanding of equity issues in school cultures
Knowledge and skills to support teachers in implementing the Framework for Quality Learning, the domains and standards of the Educator Performance Appraisal, and the protocols and purpose of Professional Learning Communities
Currently possesses or is working towards ACPS Culturally Responsive Teaching credential

Responsibilities

Current understanding of culturally responsive teaching practices
Engages in reflective conversations with teachers
Builds and maintains professional relationships with teachers
Collaborates with teachers through listening and questioning to formulate next steps and solutions
Supports collaboration across schools
Develops student-centered goals with teachers in order to increase student achievement
Facilitates school-based, high-quality, job-embedded professional development, working with teachers (in teams or individually) to enhance their knowledge and skills through co-developing lesson plans based on student needs, observing instruction, modeling instructional strategies (including the systemic integration of technology), supporting teachers as they analyze student work, etc.
Engages in ongoing professional development to acquire contemporary global learning knowledge and skills necessary to effectively impact the instructional practices of teachers