Instructional Coach

Oklahoma City Public Schools•Oklahoma City, OK

About The Position

Instructional Coaches are school leaders who support teachers and instructional leaders in delivering rigorous, engaging academic experiences that lead to strong academic gains. They work closely with the building principal and other OKCPS Instructional Coaches on curriculum and assessment, data-driven instruction, and feedback for teacher development. The role supports instructional infrastructure and student outcomes by collaborating with teachers and student-support staff, helping design standards-aligned lessons, analyzing disaggregated student data, guiding differentiated instruction, and providing targeted coaching cycles. Coaches observe and model research-based strategies, support implementation of district curriculum and evaluation tools, and facilitate peer observation opportunities. The position also develops teachers through professional development, monthly support for new teachers, peer coaching, and participation in professional learning. It promotes school-wide collaboration and improvement through positive communication, trusting relationships, district service, and mentoring. Coaches document teacher interactions, professional development, and PLC activity in district tracking systems, and perform other duties in support of district goals. The position reports to the Building Principal/Executive Directors of Curriculum & Instruction. It is exempt, has a 191-workday schedule and 100% FTE, and is compensated according to Schedule 001 plus a $6,000 stipend. The work is primarily performed in a well-lighted, climate-controlled office environment, with occasional work outside normal business hours, including weekends.

Requirements

Bachelor’s degree; relevant experience may substitute for formal education at a 2:1 ratio, with two years of directly relevant experience substituting for each year of college lacking.
Five years of successful teaching experience.
Current Oklahoma teaching certificate. Elementary certifications accepted: Elementary Mathematics, Reading Specialist, Early Childhood, or Elementary Certification. Secondary certifications accepted: Secondary English/Language Arts, Reading Specialist, Secondary Social Studies, Secondary Science, Secondary Math, or Advanced Mathematics.
Experience planning and monitoring campus-wide instructional programs.
Knowledge of adult learning theory and experience leading teachers in instructional delivery across the curriculum.
Outstanding communication and facilitation skills.
Interpersonal skills to advise and mentor teachers and administrators.
Knowledge of effective instructional practices for English Language Learners, students with disabilities, and gifted and talented students.
Experience supporting campuses with classroom-technology integration, parental involvement, school-wide needs assessments, and analysis of large-scale, benchmark, and embedded assessment data.
Manual dexterity to write legibly and perform required computer duties.
Visual acuity to read, interpret, and transcribe written material.
Normal range of hearing and clear speaking abilities for interacting with others in person and by telephone.
Physical agility to bend, stoop, sit on the floor, walk, reach, and climb stairs.
Ability to stoop, bend, and stretch, and occasionally lift up to 25 pounds.
Ability to sit for prolonged periods.
May be required to work outside normal business hours, including weekends, sometimes under stressful conditions and strict deadlines.

Nice To Haves

Master’s degree.
Experience coaching teachers, facilitating PLCs, and supporting data-driven instructional practices.

Responsibilities

Collaborate with general education, ELL, and special education teachers, MTSS Specialists, and student-support staff to support students’ academic development using district instructional resources.
Collaborate with teachers to design developmentally appropriate lessons and units aligned with state standards and district curriculum maps.
Analyze disaggregated data for student subgroups and special populations and support teachers in conducting this analysis during PLCs.
Support administrators and instructional leadership teams in identifying student, teacher, and school-community strengths and growth areas.
Guide teachers in analyzing student background knowledge, learning modalities, and developmental readiness to differentiate instruction and revise plans using multiple data sources.
Focus differentiated coaching on district priorities and student achievement targets in OKCPS Goals and Guardrails.
Execute coaching cycles aligned with OKCPS Goals and Guardrails, including targeted feedback and coaching action plans.
Model and monitor research-based instructional strategies and observe teachers to support implementation of the TLE Evaluation Rubric, Oklahoma Academic Standards, and district curriculum resources.
Conduct planning conferences and debriefing sessions as needed.
Use coaching strategies including Bambrick, Sweeney, and Knight.
Coordinate with district colleagues to provide opportunities for teachers to observe peers.
Support certified teaching staff in implementing, monitoring, reflecting on, and adjusting research-based instructional strategies.
Design professional development based on school data, the Site 90 Day Plan, and district initiatives, with resources and skills for immediate implementation.
Offer professional development through in-person and digital formats and establish a follow-through plan with teachers.
Meet at least monthly to support new teachers on campus.
Participate in at least one peer coaching cycle per semester to update content knowledge and reflect on coaching strengths and areas for improvement.
Attend required instructional coach professional development, and site- and district-level professional development and PLC meetings as assigned by the principal.
Seek district training, specialists, conferences, and professional organizations to bring strategies back to the school and model them in practice.
Communicate with staff in a timely, positive, and professional manner to promote teacher ownership of professional learning.
Build trusting relationships based on honesty and respect and create a safe environment for teachers to reflect on their practice.
Volunteer for district events and projects and take leadership roles in organization-wide events.
Contribute to the profession by mentoring new teachers, making district-level presentations, or writing professional articles.
Document every teacher interaction daily in the IC Tracker and IC Calendar and use the information to reflect on and improve coaching practice.
Record facilitated site-based professional development and attended PLCs, including agendas and next steps, in designated tracker logs.
Perform other duties as assigned in support of district goals and accountability structures.