Teaching & Learning Coach (2025-2026)

Aiken County Public Schools•North Augusta, SC

About The Position

The teaching and learning coach will focus on providing continuous job-embedded professional development to build capacity in all teachers with the purpose of increasing student achievement. The coach is a learner who models continuous improvement and goes beyond to ensure student success by focusing their work on evidence-based instructional strategies, data-based decision making, and effective technology integration to elevate learning. This is done through planning conversations, modeling, co-teaching, reflective conversations, and providing feedback to teachers. The coach will assume positive intentions, provide differentiated support, create a culture of collaboration, and promote reflection. They will work collaboratively with the Building Principal, Assistant Principal(s), School Based Leadership Team (SBLT) Team, and Content Support Specialist.

Requirements

Bachelor’s Degree (Masters Preferred)
3-5 years Successful Teaching Experience
Previous Experience in Instructional/Academic Coaching
Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
Valid SC Teaching Certificate
Read to Succeed Endorsement
Ability to read, analyze and interpret professional journals, technical procedures, and instructional manuals.
Ability to design and write professional development plans, reports, and data entry procedures.
Ability to effectively present professional development and training and respond to questions from groups of educators, trainees, media, administrators, and organization members.
Ability to add, subtract, multiply, and divide in units of measurement, using whole numbers, common fractions, and decimals.
Ability to work with mathematical concepts such as probability and statistical inference and in the display and interpretation of data.
Ability to apply basic concepts of statistical analysis, fractions, percentages, ratios, and proportions to practical situations.
Ability to interpret and carry out instructions furnished in written, oral, diagram or schedule form.
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
Ability to analyze information and use logic to address work related issues and problems.
Ability to quickly assess employee, departmental, and administrative needs and provide timely feedback.
Ability to identify student adjustment and/or academic problems, provide counseling and/or recommend appropriate remedial action to parents.
Ability to provide instruction to ESOL students through explanation, demonstration and/or supervised practice.
Ability to supervise students and maintain order in various classroom and instructional activities and situations.
Recognizes and follows the appropriate procedures in the “chain of command” as designated by board policies and/or administrative procedures.
Presents a positive image of the district at all times
Ability to perform duties with awareness of all district requirements and Board of Education policies.
Ability to operate a personal computer and related software.
Knowledge in the methods for developing lesson plans and materials, and classroom activities which stimulate learning.
Knowledge of counseling methods necessary for handling student academic and adjustment problems.
Knowledge of the materials and information which must be prepared for classroom instructional activities.
Ability to develop effective working relationships with students, and the school community.
Ability to communicate clearly and concisely, both orally and in writing.
Ability to develop effective working relationships with staff and district employees.
Ability to implement a flexible work schedule to meet the reporting deadlines.
Proficiency with Microsoft applications such as Excel, Word, and PowerPoint required.
Ability to perform duties with a high level of detail and accuracy.
Ability to self-monitor and manage multiple tasks while working individually and with members of a group.

Nice To Haves

Masters Preferred

Responsibilities

Build strong, collaborative relationships with teachers, administrators, other coaches, and Content Support Specialists
Collaborate with principal and leadership team to determine targeted instructional needs and to monitor instructional practices and programs
Analyze data to reflect on student learning and to recommend best practices
Use data to assist teachers with the implementation of instructional practices with a focus on student engagement and differentiation in Tier 1 instruction
Guide teachers in planning conversations focused on standards, lesson pacing, differentiation, evidenced-based instructional practices, and student impact
Support teachers by helping with the strategic “how” of teaching by offering multiple strategies to meet the needs of students
Observe (non-evaluative) to collect data to guide teacher professional growth and student growth
Provide PLC support on using data to guide instruction
Model effective teaching practices through PD and co-teaching
Provide feedback in response to teacher requests
Support new teachers in collaboration with mentors
Support the use of digital tools in the learning process
Coach individuals and small groups of individuals
Collaborate, plan, and facilitate professional learning opportunities for staff (individual, small group, large group)
Engage in coaching cycles with the school leadership and/or staff to strengthen instructional practices and provide feedback for professional growth
Participate on the School Based Leadership Team (SBLT)
Document/log coaching activities
Participate in school or district staff development opportunities and programs to ensure continuous growth
Attend staff meetings, serve on staff committees as requested, and accept a share of responsibility for co-curricular or other activities as assigned by the principal
Perform other duties as assigned