Instructional Services School Coach (Math) - 1.0FTE

Career Ladder Position: Only current SPS certificated staff may apply. Career Ladder positions are stipend roles that entail additional duties beyond a certificated contract. Teachers who apply must have an evaluation rating of proficient or higher in all eight TPEP criteria and a state student growth impact rating that is “average” or higher on their most recent comprehensive evaluation. Teachers who are currently on a focused evaluation must still meet the above criteria. They must also have a rating of proficient or higher in their identified focused criteria and a state student growth impact rating that is “average” or higher on their most recent focused evaluation.

This is a Certificated Career Ladder position. Please refer to the SEA Collective Bargaining Agreement for additional information regarding Central Office Career Ladder positions. The person in the position will be paid an annual stipend in addition to the assigned certificated non-supervisory salary placement. The Secondary Math Instructional Coach position supports the implementation of job embedded professional learning for teachers and school leaders in direct support of the middle school math academic goal.  Our 8^thgrade math goal aims to increase SBA proficiency by almost 16% points by 2030. 

The purpose of this position is to ensure middle school students receive highly effective math instruction in order to meet grade level standards through the implementation of district’s middle school math instructional resources and initiatives. The Middle School Math Instructional Coach will support the effective implementation of the enVision mathematics curriculum as well as shifting teacher instructional practice to better maintain grade-level rigor, expect students to do the cognitive work, and engage students in mathematical discourse and sense-making. These positions are structured as a three-year investment to provide sustained, job-embedded support while building long-term instructional capacity within and across schools.

The 3 instructional shifts (rigor, cognitive work, discourse) enacted using enVision, our district-adopted instructional material, aligns with the district’s priority to strengthen Tier 1 core mathematics instruction and improve student outcomes, as measured by SBA and district assessments. High-quality implementation of the 3 instructional shifts —supported by ongoing coaching and professional learning—ensures all students experience rigorous, standards-aligned mathematics instruction that develops conceptual understanding, procedural fluency, and mathematical reasoning. 

Each coach will partner with up to five schools, so that all comprehensive middle schools and K-8s have access to a secondary math coach. Coaches will work in close collaboration with school principals, principal supervisors, and teacher leadership teams to deepen instructional expertise, strengthen implementation of enVision, and promote consistent, high-quality math instruction across classrooms. In addition to supporting school leadership teams, coaches will deliver professional learning and job-embedded support for teachers through modeling, co-planning, classroom observations, actionable feedback, and collaborative problem-solving focused on effective mathematics instructional practices.

Instructional coaching is a critical lever for sustainable school improvement, linking professional learning directly to classroom practice. Through ongoing, relationship-driven support, coaches help teachers translate new learning into impactful instructional strategies that increase student engagement, strengthen mathematical discourse, and deepen problem-solving skills. By fostering reflective practice, using data to guide instructional decisions, and maintaining strong collaboration with teachers and leaders, coaches build teacher confidence, collective efficacy, and instructional coherence. 

The purpose of this position is to plan, facilitate, lead and model the implementation of district and school-based instruction programs in multiple schools, and to provide for professional development for school-based coaches and teacher leaders. This position is a full-time release position from classroom teaching duties.

• Conducts ongoing evaluations of the instructional improvement action plans at the district and school levels in collaboration with Director of Curriculum and Instruction, content area managers and school-based coaches based on student achievement data, direct observation and information from staff, students and parents.
• Plans and conducts research-based professional development for school-based coaches and teacher leaders; applies concepts of adult learning and motivation to meet the needs of staff having different skill levels; uses a variety of group configurations and presentation formats to appropriately engage adult learners; facilitates reflection and dialogue among school-based coaches; mentors beginning coaches to develop their coaching practice.
• Conducts focused observations of school-based coaches and classroom teachers; models appropriate classroom support to school-based coaches; provides situation-specific assistance adapted to the needs of the school and school-based coach.
• Assists school-based coaches in assessing and developing appropriate intervention and accommodation strategies for classroom teachers related to students who are second language learners, enrolled in Special Education programs and underrepresented students with diverse learning needs.
• Demonstrates lessons for school-based coaches and teachers to observe; works alongside school-based coaches and teachers demonstrating instructional strategies, modeling intensive classroom support and guiding coaches and teachers as they implement the strategies in their schools and classrooms.
• Develops strategies and works with schools to maintain appropriate pacing of instructional programs and correct use of adopted materials.
• Works with principal and central administration to analyze and document student performance data, to assess the effectiveness of the school-based coaching program; and communicates results to appropriate stakeholders.
• Participates in school Learning Walks (small teams that visit classrooms with a specific focus) in assigned schools.
• Participates with district teams/councils/committees in strategic planning efforts for the purpose of improving the district's teaching and learning processes.
• Assists in reviewing alignment of district curriculum with state standards and grade level expectations; identifies gaps between grades; and provides feedback and guidance teams of grade level teachers to improve curriculum alignment.
• Assists in the developing, analyzing and adapting curriculum and instructional materials.
• Builds and maintains effective relationships with students and adults.
• Attends classes, workshops, meetings and seminars related to instructional services coach activities; collaborates with other instructional coaches and curriculum specialists in developing and providing central and school-based professional development.
• Communicates clearly with and attends to the needs of culturally diverse audiences; attends ongoing culturally relevant professional development classes and applies these skills to actions that result in systemic improvements.

OTHER FUNCTIONS:

• Performs related duties consistent with the scope and intent of the position.

REPORTING RELATIONSHIPS:
Reports to the Math Program Manager

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES:
Knowledge of:

• Adult learning theory and instructional design and delivery; standards for school-based professional development coaching and mentoring techniques; collaborative methods; effective student and adult behavior management; effective instructional techniques; curriculum and instructional materials used by the district; current research about the elimination of achievement gaps and accelerated student learning; rules and procedures for student and adult safety.

Skills:

• Instructing, coaching and leading adults; analyzing and interpreting student performance data; aligning instructional materials with State standards and grade level expectations; appropriate use of a variety of instructional methods; adapting subject materials and teaching techniques to increase achievement; developing assessment tools and statistical reports; organization and time management; decision-making and problem¬solving; effective written and oral communication.

Abilities to:

• Use a computer for tracking data, building spreadsheets, conducting presentations and communicating via e-mail; coordinate and facilitate activities; collaborate with staff and administrators; adapt to change and remain flexible; organize and develop activities; establish and maintain effective working relationships with all stakeholders in a multicultural community; address different adult and student learning and behavioral styles and abilities; address new trends and ideas in education and education transformation; work independently; work as team-member; exercise self discipline in behavior and attitude.

Note: performance evaluation may include peer-review component

CONTINUING EDUCATION/TRAINING:
All Career Ladder Teachers will be required to participate in professional development training, an initial 6-hour session and three 2-hour sessions throughout the year.

CLEARANCES:
Criminal justice fingerprint and background check