Elementary Instructional Coach (SY 26-27)

Job Title:Instructional Coach Exemption Status/Test: Exempt/Professional

Reports to:Campus Principal Date Revised: April 7, 2026

Dept./School:District Wide Position Paygrade: Teacher Scale

Primary Purpose:

Provides coaching and support to classroom teachers to ensure the continuous development of instructional skills among assigned teachers. Improve the performance of assigned classroom teachers by providing coaching, feedback, and support to teachers necessary to meet campus, district, state accountability, and instructional goals. The primary focus as an instructional coach is to focus on improving the quality of teaching and learning.

Qualifications:

Education/Certification:

Master''s degree from accredited university (Preferred)

Valid Texas teaching certificate

Demonstrate competency in the core academic subject area (assigned)

Special Knowledge/Skills:

Demonstrates working professional knowledge of curriculum and instructional effective best practices

Proven use of effective teaching strategies and professional knowledge of curriculum-based assessments

Specific knowledge of analyzing student achievement data and develop instructional plans of action in a response to data

Ability to plan and facilitate professional development to adult learners along with monitoring of implementation and assessing its effectiveness

Ability to interpret data and evaluate instructional programs and teaching effectiveness

Strong organizational, communication, and interpersonal skills

Evidence-based successful student achievement data as a classroom teacher as measured by STAAR/EOC.

Excellent communication and inter-personal skills that positively impact the culture and climate of the campus and district

Work with content coordinators and campus administration to coach and provide feedback focused on improving alignment and delivery of the written, taught and tested curriculum to increase student success and close performance gaps.

Provide individual and/or group instructional coaching and mentoring to teachers to improve classroom instruction for all learners.

Experience:

Minimum of three (3) years of evidence-based successful student achievement data as a classroom teacher as well as experienced mentor teacher, team leader, department chair required and/or served in the capacity of a teacher leadership role

Major Responsibilities and Duties:

Staff Development

• Work collaboratively with assigned classroom teachers to establish realistic and measurable objectives related to both the teacher''s individual professional development and student learning.
• Support the continuous professional growth and improvement of teacher instructional skills through coaching and collaborative problem solving.
• Builds teacher capacity through frequent and consistent observation and coaching feedback to teachers that improves the quality of instruction and increases student achievement.
• Improve teacher effectiveness in accordance with established district programs through frequent and consistent observation and coaching feedback to improve the quality of instruction.
• Assists campus administration in implementation and monitoring the fidelity of implementation of campus, district, and state assessments and instructional programs while integrating research based instructional strategies (RBIS).
• Plan and provide upfront and ongoing professional development and targeted training to staff that aligns with campus goals and supports district initiatives.

Instructional and Program Management

• Use observation and feedback evidence to differentiate coaching and supports.
• Use student achievement data to recommend improvement in the purpose, design, materials, and implementation of the instructional program.
• Work with teachers to analyze and interpret student data and use findings to develop and apply effective Tier II and Tier III instruction.
• Develop curricular or behavioral support materials as needed.
• Actively participate in Professional Learning Communities (PLC) meetings, giving guidance, direction, and input on the best instructional practices (RBIS) and resources that align to the High Quality Instructional Materials (HQIM); including HQIM specific unit and lesson internalization, lesson rehearsal, and student work analysis.
• Use student achievement data to recommend improvement in the purpose, design, materials, and implementation of the instructional programs.
• Disseminate information regarding current research and significant developments on the state and national levels in the area assigned.

Other

• Ability to maintain confidentiality.
• Establish cooperative, working relationships with all campus and district staff while performing assigned duties.
• Compile, maintain, and file all reports, records, and other documents required.
• Comply with policies established by federal and state law, State Board of Education rule, and local board policy.
• Follow district safety protocols and emergency procedures.

Supervisory Responsibilities:

None.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment including personal computer and peripherals

Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting

Motion: Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching

Lifting: Occasional light lifting and carrying (less than 15 pounds)

Environment: Work inside; frequent districtwide travel; occasional statewide travel

Mental Demands: Work with frequent interruptions; maintain emotional control under stress