2026- 2027 Instructional Coach - Winds West

Credentials: *Elementary or Early Childhood Certification

Administrative certification- will receive preference

Reading Certification- will receive preference

Experience Required : *A minimum of five (5) years of successful teaching experience.

*Leadership experience.

Instructional Coaching experience-will receive preference.

Education: *Bachelor’s degree

Master’s degree -will receive preference

Position Summary: The School Level SFA/SIG Instructional Coach will act as a facilitator of the SFA instructional model and Reading Program. This Coach will be responsible for the day-to-day management of the reform efforts at the site level. This position will also be responsible for coordinating, communicating and reporting to the Executive Director of Elementary School Improvement/Turn Around Officer about the school’s progress and efforts toward meeting the goals of SIG. He/she will also participate as a required member of the Site Leadership Team to assess school data, determine school goals, and monitor results. The School Level SFA/SIG Instructional Coach will have the following responsibilities with the assistance of the SFAF point coach, assigned by the SFA Foundation, and guidance of the principal.

JOB DUTIES

Essential Duties/Responsibilities:

• Support teacher growth in implementing the program to enable achievement for all students through regular classroom observations and teacher feedback/coaching sessions.
• Work with the Superintendent, Executive Director of Elementary School Improvement/Turn Around Officer and district leadership team to manage, oversee, and monitor Site implementation of the School Improvement Grant.
• Work closely with the principal and district leaders to support day-to-day needs of the school, discuss progress and identify and overcome barriers to implementation of SFA and SIG.
• Ensure alignment between activities of the School Improvement Grant, district initiative and Success For All.
• Work with district leadership to manage delivery of services from SFA.
• Provide collaborative support to teachers through problem solving, modeling lessons, and scheduling opportunities for peer observations, conducting mini-training sessions, and 1:1 coaching with teachers/staff.
• Maintain a positive working relationship with the teaching staff as a mentor.
• Assess and monitor student growth through the collection, disaggregating, and dissemination of formal and informal assessment data, with a particular emphasis on supporting and placing ELL and special education students in the appropriate groups. Ideally this is done through SFAF’s Member Center website.
• Meet at least quarterly with OSDE staff to discuss progress of site SIG.
• Provide quarterly status reports to OSDE.
• Facilitate and organize the quarterly assessment process as well as the regrouping of students and determination of tutoring needs based on students’ reading mastery. Track student achievement data, maintain and organize student achievement data, Reading group assignments, Reading group rosters assignments. Reading mastery levels are tracked quarterly using the Grade Summary Form.
• Oversee Reading tutoring program. Manage tutoring schedules and assignments, provide materials and support for tutors.
• Collaborates with School Leaders in teacher Reading group assignments and meets regularly with the Leadership team to report student achievement data.
• Manage and maintain inventory of all SFAF/SIG program materials.
• Develop an in-depth understanding of all program components and their theoretical underpinnings, fully participating in all SFAF trainings, Leading for Success workshops, and professional development opportunities. Develops working understanding of the GREATER coaching model. Fully participates and prepares for each SFAF Support visit and Training.
• Sustain staff’s growth in Reading instruction by providing or coordinating Quarterly Component Team meetings, and/or Professional Learning Communities, and/or grade-level meetings. Provide coaching to and maintain coaching relationship with all staff.
• Active member of the School Leadership team and invests time with the Leading For Success distributed leadership framework.
• Communicate all student progress with parents, staff, other school leaders, SFAF and SDE.
• Monitor student achievement and programming to ensure that every child is making adequate progress
• Communicate and coordinate program with other School Facilitators. Communicate regularly with SFAF Point Coaches and OSDE personnel regarding SFA and SIG program implementation and student achievement data.
• Attend all OSDE SIG required professional development meetings.
Performs such other duties and assumes such other responsibilities as may be assigned by the Superintendent and or designee.

Physical/Mental Requirements and Working Conditions :

In a typical Work day, employee must be able to sit, stand and walk for 8 hours. Job requires occasional bending/stooping squatting/crouching, crawling/kneeling, reaching above the shoulder and pushing/pulling. Job requires occasional carrying/lifting up to 15 pounds and occasionally moving tables and boxes of written materials or paper.

Job requires employee to use both hands for repetitive actions involving simple/firm grasping and fine manipulation. Employee must possess manual dexterity and visual ability to read, write, type, operate a computer, and to supervise. Employee must possess hearing and speaking abilities to communicate in person and on the phone both individually and with groups of students, staff, parents and community members. Employee must have mobility enough to monitor areas of the building and grounds if necessary and attend meetings outside the building. Employee must have mental ability to communicate with and supervise teachers/administrators and manage the district and to think critically and make important decisions under stress.

Job could require working in the outdoors if supervising or monitoring: use of and proximity to office equipment and occasional contact with violent or disruptive students, patrons or staff. The physical demands described here are representative of those that must be met by and employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

*It is the ability of the District to substitute other job experience for required teaching, coaching or administrative experience.