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General Definition of Work
The Instructional Coach serves as a key leader in advancing teacher practice and student achievement in alignment with school and district priorities. This role is dedicated to building teacher capacity by supporting the effective use of high-quality instructional materials, evidence-based practices, and data-informed decision making.

Instructional Coaches use multiple data sources to identify needs, set goals, and guide their coaching work. They strengthen instructional practice through a range of approaches, including:

• Modeling effective instructional strategies in classrooms
• Co-planning lessons and units with teachers
• Facilitating and supporting Professional Learning Communities (PLCs)
• Providing timely, actionable, and growth-focused feedback
• Designing and delivering professional learning opportunities for staff
• Supporting the implementation of Multi-Tiered Systems of Support (MTSS)

As an integral member of the school leadership team, the Instructional Coach collaborates with administrators and teachers to ensure instructional excellence, foster a culture of continuous learning, and accelerate outcomes for all students.

Preferred Qualifications

• Master’s degree in Education, Curriculum & Instruction, or Educational Leadership.
  
  
• Prior experience as an instructional coach, curriculum facilitator, or similar role focused on adult learning and teacher development.
• Demonstrated expertise in instructional practices, adult coaching strategies, and data-driven decision making.
• Strong knowledge of Multi-Tiered Systems of Support (MTSS), assessment literacy, and standards-aligned curriculum.
  
  

Essential Functions

Instructional Coaching & Teacher Development

• Partner with teachers through observation, feedback, modeling, and co-teaching to strengthen instructional practice and student outcomes.
• Facilitate Professional Learning Communities (PLCs) by guiding data analysis, collaborative planning, and reflection on instructional strategies.
• Support the implementation of district-adopted curriculum and high-quality instructional materials, ensuring alignment to state standards.
• Provide differentiated professional learning opportunities for teachers aligned to school goals and adult learning needs.
• Promote a culture of continuous growth by fostering trust, reflection, and collaboration with staff.
  
  

Data-Informed Practice & School Improvement

• Guide teachers in analyzing classroom, grade-level, and school-wide data to identify trends, set goals, and monitor progress.
• Collaborate with school leadership to align instructional coaching efforts with the School Improvement Plan (SIP).
• Provide the principal and staff with actionable insights on student performance and instructional effectiveness.
• Ensure teachers are equipped to use district data platforms and assessment tools effectively to inform instruction.

MINIMUM QUALIFICATIONS

EDUCATION, TRAINING, AND EXPERIENCE

• Valid North Carolina teaching or administrative license.
• Minimum 3–5 years of successful classroom teaching experience.
• Evidence of high growth (EVAAS: last 3 data years must meet expected growth, with at least one year of top 25% or exceeding growth) 
• If a candidate does not have current EVAAS data they may submit evidence that clearly demonstrates that they have grown others.(Examples include, but are not limited to EVAAS, EOG/ EOC data, mCLASS for supported grade levels or content areas)   
• Demonstrated knowledge of curriculum, instruction, and assessment practices.
• Experience analyzing and interpreting data to drive decision-making.
• Strong organizational and interpersonal communication skills.

Minimum Qualifications or Standards Required to Perform Essential Job Functions

Physical Requirement:  Must be physically able to operate a variety of equipment, including computers, copiers, calculators, etc. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects. Light work typically involves walking or standing for a significant portion of the time.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments, or directions from supervisor.

 Intelligence:  Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract

and concrete variables.

Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, manuals, legislation, graphs, charts, etc. Requires the ability to prepare correspondence, reports, forms, charts, graphs, statistical analysis, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak to people with poise, control of voice, and confidence.

Verbal Aptitude:  Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical and professional languages, including psychometric, statistical, and educational research terminology.

Numerical Aptitude:  Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the theories of algebra, descriptive statistics, statistical inference, and statistical theory.

Motor Coordination:  Requires the ability to handle a variety of items such as office equipment. Must have minimal levels of eye/hand/foot coordination.

Interpersonal Temperament:  Requires the ability to deal with people beyond giving and

receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.

Physical Communication:  Requires the ability to talk and hear: (Talking: expressing or

exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.