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Instructional Coach

Rochester City School District • Rochester, NY • 1d ago

Instructional Coach JobID: 3898

Position Type:

Instructional Coach/ Instructional Coach

Date Posted:

3/28/2025

Location:

School # 34 - Ida B. Wells-Barnett Elementary

Date Available:

2025-26

Closing Date:

04/04/2025

Job TitleInstructional Coach

LocationSchool No. 34

Bargaining UnitRTA

Salary RangeCurrent RCSD salary

Special Education Tenue area are not eligible for this posting

FUNCTIONAL DESCRIPTION OF UNIT: The Instructional Coach is a critical lever in improving student achievement. The role of the coach is to build teacher capacity and understanding of instructional practices as related standards-based and Data Driven Instruction. A coach is a learner who models continuous improvement, lifelong learning, and goes above and beyond to ensure student success. Coaches will promote reflection, provide guidance and structure where needed, and focus on strengths, collaboration and common issues of concern. They are responsible for ensuring high-quality instruction in classrooms through modeling, co-planning, co-teaching, and providing feedback to teachers in a non-evaluative capacity. The Coach will demonstrate and model a passion for urban education and leadership.

*An Instructional Coach is expected to spend 50% of their time engaging in in-classroom coaching activities.

ESSENTIAL RESPONSIBILITIES include but not limited to:

Support the instructional development of all teachers in understanding New York State Standards, RCSD Curriculum, data analysis, assessment, and the Rochester Instructional Framework.

Build strong relationships with teachers, administrators, Central Office leaders, and other coaches.

Provide direction and coordination for how the curriculum is taught consistent with District initiatives and recognized best instructional practices.

Create an articulated coaching schedule with building administration.

Assist teachers in understanding the RCSD Instructional Vision and mission.

Provide technical support to collaborative teams within buildings.

Assist teachers with resources, materials, tools, information, etc. to support classroom instruction and planning, including new resources.

Support teachers and administrators in using data to improve instruction on all levels.

Assist teachers with planning and pacing of lessons, the development of differentiated instruction, and the selection of best practices to meet the needs of their students.

Support teachers by helping with the "strategic how" of teaching -- share multiple instructional strategies/processes with teachers during planning times.

Model lessons in classrooms on a daily/weekly basis.

Informally observe (non-evaluative) lessons and provide feedback for a teacher's professional growth and students' success.

Develop staff members' knowledge, skills, attitudes, and behaviors through a variety of targeted professional learning topics and designs.

Develop coaching plans for teachers to ensure student improvement.

Participate in grade-level, departmental, and/or school-level Professional Learning Community meetings to collaborate with teachers, align coaching efforts with school-wide goals, and share student-centered coaching strategies.

Utilize Adult Learning Theory to motivate adult learners to improve professional practice.

Contribute to the development of systems and structures to improve teacher practice within schools.

Provide job-embedded professional learning to school staff.

EDUCATION, EXPERIENCE, AND CERTIFICATION:

NYS Certification in subject area of coaching assignment or certification.

Minimum 5 years' experience teaching, with a record of successfully impacting student achievement and working successfully with students who have the greatest needs.

Proven ability to work cooperatively and effectively with colleagues, including the ability to create and nurture a professional community of adult learners.

Demonstrated leadership qualities and strong interpersonal skills, including giving and receiving constructive feedback.

Proven ability in using student-level data to guide instructional decisions.

Demonstrated Teacher Leadership.

Strong pedagogical knowledge and content expertise.

Demonstrated expertise in oral and written communication.

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