Position Title: P-8 INSTRUCTIONAL COACH

 

 

Primary Purpose

The P-8 Instructional Coach supports the professional growth and development of faculty and staff to improve educator practice and, thereby, student outcomes. This instructional leader coordinates with the Assistant Superintendent, the Principals, Curriculum Coordinators, and the Antiracism, Inclusion, Equity, and Diversity (AIDE) Director to support district priorities and to provide individualized, differentiated, job-embedded professional development to faculty on their respective campus. Using student data as a guide, and in line with the district’s core values, they focus on how instructional improvements in teacher pedagogy can impact student learning.

  

Contractual Relationship

Functions in accordance with the provisions of the contract between the Lincoln School Committee and the Lincoln Educators Association.

 

This is a teacher-contract position with five (5) additional summer work days paid at the per diem rate as directed by the Assistant Superintendent.

  

 

Organizational Relationship

This position reports to the Assistant Superintendent.

 

  

Responsibilities

 

Support the establishment of effective tiered instruction through coaching sessions and cycles with individual teachers and teaching-teams:

• Model effective instructional strategies and organization of the classroom to construct a positive learning climate in line with Responsive Classroom principles.
• Work with teachers to ensure that implementation of district curricula incorporate culturally responsive practices, best practices in Sheltered English Immersion, AIDE practices, and Universal Design for Learning (UDL) principles that meet all students’ needs.
• Model effective behavioral, discipline, and classroom management strategies to construct a conducive learning environment in line with child and young adolescent development.
• Model effective social-emotional learning (SEL) strategies to construct healthy instructional practices and to improve student outcomes.
• Assist teachers in collecting, analyzing, and using student data to guide and differentiate instruction and classroom management.
• Collaborate with teachers to tackle problems of practice through observations, modeling, co-planning, and non-evaluative feedback.
• Serve as a primary resource for teachers based on evaluation feedback and directives from principals, supervisors, and evaluators.

Serve as the professional learning coordinator in achieving district and school-based goals (in conjunction with the other P-8 Instructional Coach, when applicable):

• Support school principals in achieving school improvement goals.
• Collaborate with the Principals, the Student Services Coordinator, the METCO Director, and Curriculum Coordinators to design and implement a cohesive arc of adult learning through the school year through planning, leading, implementing, and/or consulting on professional learning opportunities.
• Support the Assistant Superintendent, the Curriculum Coordinators, and the AIDE Director in achieving district improvement goals.
• Coordinate district-based professional learning opportunities, as needed, under the direction of the Assistant Superintendent and the Curriculum Coordinators.
• Work with the Director of Student Services, the Assistant Superintendent, the AIDE Director, and the Curriculum Coordinators in developing a yearly professional learning plan for Education Support Professionals (ESPs).
• Participate in team and data meetings to determine trends and identify areas for growth in instruction.
• Participate in school-based Support Team Meetings to problem-solve instructional strategies that can accelerate student learning.
• Coordinate and lead peer observation sessions and cycles and learning walks that highlight best practices that support district improvement goals and school improvement goals.
• Curate professional development opportunities and resources to offer to faculty and staff based on individual needs.
• Assist school principals with new student intake and orientation.
• Co-lead the review and revisions of the District Curriculum Accommodation Plan (DCAP) under the direction and guidance of the Assistant Superintendent (with additional stipend).
• Act as an integral member of curriculum reviews and searches, as needed (with additional stipend).
• Plan regularly scheduled learning walks with the Assistant Superintendent.
• Assume other related duties that the Assistant Superintendent may deem necessary.

Provide instructional support and leadership for New Faculty:

• Act as a member of the district’s Mentor Coordinating Team (with additional stipend).
• Develop and facilitate New Faculty Orientation days under the direction of the Assistant Superintendent.
• Identify and organize Responsive Classroom training for all new faculty, in coordination with the Assistant Superintendent and Director of Student Services.
• Plan and facilitate monthly Mentee meetings for first, second, and third year teachers under the direction of the Assistant Superintendent and the Principals. 

  

Required Qualifications

• DESE Licensure in Elementary Education or Middle-Level Education
• Minimum nine (9) years experience as a classroom teacher.
• Experience with instructional coaching or peer-coaching.
• Approaching others and themselves with a growth mindset.
• Excellent communication skills, particularly through difficult or uncomfortable conversations.
• Ability to create and maintain safe and private spaces for faculty to share and grow.
• Ability to work with a wide-range of faculty, staff, and leaders.

  

Preferred Qualifications

• Master’s degree.
• Certification or extensive coursework in instructional coaching.
• Familiarity with Responsive Classroom, Universal Design for Learning (UDL), and Multi-Tiered Systems of Support (MTSS).
• Teaching experience and expertise in at least two of the three grade-level components within the P-8 grade span: Primary (Grades P-2), Elementary (Grades 3-5), and/or Middle-level (Grades 6-8).
• Certification, extensive coursework, or a degree in educational leadership: curriculum, instructional, and/or school-based.
• Significant coursework in curriculum development, child development, young adolescent development, and middle-level learning.
• Evidence of continued professional development beyond the last degree awarded.

 

Lincoln, Massachusetts

Lincoln is a residential suburb located 12 miles northwest of Boston. Established in 1754, the town has a rich history dating to our country’s Revolutionary period and has maintained many of its early characteristics and traditions. The community places a high value on public education, open space, diversity, and community involvement.

 

The school system has a well-earned reputation for educational excellence, offering innovative, student-centered instruction in an inclusive setting with small class sizes. The district serves students PreK-8 at two schools: the PreK-8 Lincoln School, which serves Lincoln-resident families, Boston-resident families participating in the METCO program, and the children of staff members; and the PreK-8 Hanscom School, which serves military families living on the Hanscom Air Force Base.

 

Interest in Lincoln Public Schools

Our district’s core values are: excellence and innovation in teaching and learning, respect for every individual, and collaboration and community. We are excited to welcome new staff members who share those values, and who bring a range of prior experiences in education and in life. 

 

As a district, we ensure that applicants are employed, assigned, and promoted without regard to their age, race, religion, sex, gender identity, sexual orientation, active military/veteran status, disability, national origin, pregnancy or pregnancy-related conditions, or housing status. We actively seek applications from a diverse range of candidates who share a common commitment to children and to maintaining a positive and collaborative culture.

You can learn more about the Lincoln Public Schools at https://www.lincnet.org/employment.