Instructional Services School Coach (Math) - 1.0FTE

Seattle Public Schools•John Stanford Center for Educational Excellence, WA

About The Position

This full-time certificated Career Ladder position is a three-year investment that supports implementation of job-embedded professional learning for teachers and school leaders in service of the district’s middle school math academic goal. The coach helps ensure students receive effective, grade-level mathematics instruction through implementation of district middle school math resources and initiatives, including the enVision curriculum. The role supports teachers in maintaining grade-level rigor, expecting students to undertake cognitive work, and engaging students in mathematical discourse and sense-making. These instructional shifts align with the district’s priority to strengthen Tier 1 mathematics instruction and improve outcomes measured by SBA and district assessments. Each coach partners with up to five schools and collaborates with principals, principal supervisors, school leadership teams, teacher leaders, school-based coaches, curriculum specialists, and district teams. The coach provides professional learning and job-embedded teacher support through modeling, co-planning, classroom observations, actionable feedback, and collaborative problem-solving. The role also plans, facilitates, leads, and models district- and school-based instructional programs across multiple schools; supports professional development for school-based coaches and teacher leaders; and uses ongoing, relationship-driven coaching to foster reflective practice, teacher confidence, collective efficacy, and consistent instructional practice. This is a full-time release position from classroom teaching duties. The position receives an annual stipend in addition to the assigned certificated non-supervisory salary placement. Only current SPS certificated staff may apply. Applicants must submit a written statement of purpose; the selection process includes a demonstration lesson and interview with a school-designated interview team. Performance evaluation may include a peer-review component. Career Ladder Teachers must attend an initial six-hour professional development session and three two-hour sessions throughout the year. A criminal justice fingerprint and background check is required.

Requirements

Only current SPS certificated staff may apply.
Master’s degree and three years of successful teaching experience, plus two years of successful educational coaching experience or related experience mentoring or coaching adults.
Alternatively, a bachelor’s degree in a major content area and five years of successful teaching experience may substitute for the master’s degree and teaching experience; the two years of successful coaching experience cannot be substituted.
Valid Washington State Teaching certificate.
Valid Washington State driver’s license or evidence of equivalent mobility.
Must have been rated “Innovative” in at least two PG&E domains: Classroom Environment, Planning and Preparation, or Instruction; must be at least “Proficient” in the other domains.
Beginning in 2012–13, teachers of tested subjects must have achieved high student growth for two consecutive years.
To become a Career Ladder teacher at a low-performing (Level 1) school, applicants must have demonstrated experience working with similar student populations.
A written statement of purpose is required; the application process includes a demonstration lesson and interview with a school-designated interview team.
Career Ladder Teachers must participate in professional development training: an initial six-hour session and three two-hour sessions throughout the year.
Criminal justice fingerprint and background check required.
Additional minimum qualifications and preparation may be required based on the level and subject area assigned.
Knowledge of adult learning theory, instructional design and delivery, coaching and mentoring, collaborative methods, behavior management, instructional techniques, district curriculum and instructional materials, research on eliminating achievement gaps and accelerating student learning, and student and adult safety rules and procedures.
Skills in instructing, coaching, and leading adults; analyzing student performance data; aligning materials with state standards and grade-level expectations; using varied instructional methods; adapting materials and teaching techniques; developing assessment tools and statistical reports; organization, time management, decision-making, problem-solving, and written and oral communication.
Ability to use a computer for data tracking, spreadsheets, presentations, and email; coordinate and facilitate activities; collaborate with staff and administrators; adapt to change; organize and develop activities; maintain effective relationships in a multicultural community; address diverse learning and behavioral styles and abilities; respond to new educational trends; work independently and as a team member; and exercise self-discipline in behavior and attitude.

Responsibilities

Evaluate district- and school-level instructional improvement action plans in collaboration with district curriculum and instruction leadership, content area managers, and school-based coaches, using student achievement data, observations, and information from staff, students, and parents.
Plan and conduct research-based professional development for school-based coaches and teacher leaders, applying adult learning and motivation concepts and engaging participants through appropriate group configurations and presentation formats.
Facilitate reflection and dialogue among school-based coaches and mentor beginning coaches in developing their coaching practice.
Conduct focused observations of school-based coaches and classroom teachers, model classroom support, and provide assistance adapted to the needs of each school and coach.
Assist school-based coaches in assessing and developing intervention and accommodation strategies for teachers serving second-language learners, students in Special Education programs, and underrepresented students with diverse learning needs.
Demonstrate lessons and work alongside coaches and teachers to model instructional strategies, intensive classroom support, and implementation of strategies in schools and classrooms.
Develop strategies with schools to maintain appropriate instructional pacing and correct use of adopted materials, including enVision.
Work with principals and central administration to analyze and document student performance data, assess the effectiveness of school-based coaching, and communicate results to stakeholders.
Participate in Learning Walks in assigned schools.
Participate in district teams, councils, and committees involved in strategic planning to improve teaching and learning.
Assist in reviewing district curriculum alignment with state standards and grade-level expectations, identify gaps between grades, and guide grade-level teacher teams in improving alignment.
Assist in developing, analyzing, and adapting curriculum and instructional materials.
Build and maintain effective relationships with students and adults; communicate clearly with culturally diverse audiences and apply learning from ongoing culturally relevant professional development to systemic improvement.
Attend relevant classes, workshops, meetings, and seminars; collaborate with instructional coaches and curriculum specialists to develop and provide central and school-based professional development.
Perform related duties consistent with the scope and intent of the position.