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Key Responsibilities and Required Skills for Instructional Coach

💰 $55,000 - $95,000

EducationInstructional CoachingProfessional Development

🎯 Role Definition

An Instructional Coach is an experienced educator who partners with classroom teachers and school leadership to design and implement instructional improvements that increase student learning outcomes. The coach leads job-embedded professional development through cycles of observation, modeling, co-teaching, feedback, and data-informed planning. This role requires expertise in curriculum alignment, assessment literacy, adult learning theory, and culturally responsive pedagogy, and it serves as the bridge between district initiatives and classroom practice.

📈 Career Progression

Typical Career Path

Entry Point From:

  • Classroom Teacher (elementary, middle, or high school)
  • Department Lead or Grade-Level Lead
  • Curriculum Specialist or Content Coach

Advancement To:

  • Lead Instructional Coach / Coaching Coordinator
  • Director of Curriculum & Instruction
  • Assistant Principal / Principal
  • Professional Development Coordinator / Director of Professional Learning

Lateral Moves:

  • Instructional Technology Specialist
  • Assessment & Data Specialist
  • MTSS/RTI Coordinator

Core Responsibilities

Primary Functions

  • Conduct regular, scheduled classroom observations using research-based observation protocols to identify strengths and growth areas, then synthesize findings into clear, actionable feedback for teachers to improve instructional practice and student outcomes.
  • Design and implement individualized coaching cycles (planning → modeling → co-teaching → observation → feedback → reflection) tailored to teacher goals, classroom context, and student performance data.
  • Model high-impact instructional strategies in live classrooms, including demonstration lessons and co-teaching sessions, to build teacher capacity in differentiation, questioning, formative assessment, and student-centered learning.
  • Analyze multiple sources of student data (benchmark assessments, formative checks, unit assessments, attendance/behavior trends) to identify instructional priorities, set measurable goals, and track progress toward student learning targets.
  • Facilitate professional learning communities (PLCs) and grade-level/content-team meetings to align curriculum, analyze assessment results, plan common formative assessments, and share best practices across classrooms.
  • Lead job-embedded professional development workshops and micro-credential sessions focused on standards-aligned planning, differentiation strategies, instructional technology integration, classroom management, and culturally responsive pedagogy.
  • Coach teachers on effective lesson planning and curriculum mapping that align learning objectives to state and district standards, backward design principles, and performance tasks that measure mastery.
  • Support teachers in designing and implementing formative assessment systems—exit tickets, quick checks, rubrics, and performance tasks—and train staff to use results to modify instruction in real time.
  • Provide actionable, evidence-based feedback using protocols such as the Danielson Framework or Marzano Teacher Evaluation Model and support teachers in developing growth plans aligned to the evaluation system.
  • Collaborate with school leadership to identify school-wide instructional priorities, implement improvement initiatives, and monitor fidelity to research-based programs and interventions.
  • Mentor novice teachers and support induction programs by modeling classroom practice, providing structured feedback, and contributing to new-teacher orientation and mentoring processes.
  • Help develop and maintain curriculum resources, lesson banks, pacing guides, and exemplar units to ensure equitable access to high-quality instruction for all students.
  • Partner with special education and English learner specialists to adapt instruction, scaffold content, and co-design inclusive lessons that meet diverse learners’ IEPs/504 plans and language acquisition needs.
  • Coach teachers in classroom management routines and positive behavior strategies that promote a supportive learning environment and high levels of student engagement.
  • Support the selection, implementation, and evaluation of instructional technology and learning management systems (LMS) to enhance teaching and individualized student support.
  • Create and track progress-monitoring systems for interventions (Tier 2/Tier 3) within MTSS/RTI frameworks; collaborate with intervention teams to adjust supports based on data.
  • Design, administer, and interpret teacher and student surveys to measure climate, instructional effectiveness, and the impact of professional learning initiatives.
  • Maintain detailed coaching documentation, meeting notes, observation artifacts, and data dashboards to inform coaching decisions and report instructional progress to administrators.
  • Serve as a liaison between classroom teachers and district curriculum/assessment teams to ensure alignment, share feedback on instructional materials, and support pilot implementations.
  • Lead accreditation or program evaluation efforts related to instructional quality, helping prepare evidence, artifacts, and reports for internal and external review.
  • Facilitate reflective practice by guiding teachers through goal-setting conversations, action planning, and professional growth timelines grounded in adult learning theory.
  • Provide just-in-time support for teachers during curriculum rollouts, assessment windows, or implementation of new pedagogical approaches to ensure consistent execution.
  • Analyze achievement and equity gaps and design targeted professional learning and interventions to improve outcomes for historically underserved student groups.
  • Build partnerships with families and community stakeholders to communicate instructional priorities, student progress goals, and strategies for supporting learning at home.
  • Manage a caseload of teachers across grade levels or content areas, triaging needs, scheduling coaching cycles, and ensuring equitable distribution of support across the building.

Secondary Functions

  • Collaborate with school and district leaders to develop multi-year professional learning plans and coordinate logistics for schoolwide training events.
  • Support grant-funded instructional initiatives by providing expertise in implementation, collecting evidence of impact, and assisting with reporting requirements.
  • Contribute to the selection and piloting of new curricular materials and instructional programs by coordinating teacher feedback sessions and classroom pilots.
  • Assist with teacher evaluation systems by preparing evidence portfolios, aligning teacher goals with district priorities, and participating in calibration activities.
  • Help design onboarding and mentoring materials for new staff, including induction handbooks, coaching calendars, and targeted early-career PD.
  • Maintain and curate digital resource libraries, training modules, and asynchronous coaching materials for flexible teacher access.
  • Participate in school improvement planning, goal-setting meetings, and committees focused on equity, assessment, and instructional excellence.
  • Provide occasional substitute teaching, co-teaching, or direct small-group instruction when needed to support student learning continuity.
  • Represent the school at district instructional meetings, sharing outcomes, lessons learned, and best practices from coaching work.
  • Ensure compliance with district, state, and federal instructional mandates and contribute to policy alignment as needed.

Required Skills & Competencies

Hard Skills (Technical)

  • Classroom observation and feedback protocols (e.g., Danielson Framework, Marzano, OBE) — ability to apply frameworks to provide actionable coaching.
  • Data analysis for instruction: proficiency interpreting benchmark, formative, and summative data to drive instructional planning and interventions.
  • Coaching cycle design and facilitation: planning, modeling, co-teaching, observation, feedback, and reflection.
  • Curriculum mapping and backward design: aligning objectives to standards, assessments, and instruction.
  • Assessment literacy: creating, administering, and analyzing formative and summative assessments and rubrics.
  • Adult learning theory and professional development design: adult-centered PD planning, microteaching, and follow-up.
  • PLC facilitation and meeting design: setting norms, using protocols, and driving collaborative inquiry.
  • Differentiated instruction techniques for varied learners, including strategies for ELLs and students with disabilities.
  • MTSS/RTI frameworks and progress-monitoring systems for intervention design and fidelity tracking.
  • Instructional technology and LMS proficiency (Google Workspace, Google Classroom, Canvas, Seesaw, iReady, or similar tools).
  • Culturally responsive pedagogy and equity-focused instructional planning.
  • Lesson demonstration and co-teaching strategies for modeling best practice.
  • Familiarity with state standards (e.g., Common Core) and district curriculum guides.

Soft Skills

  • Strong interpersonal and coaching presence: builds trust quickly and maintains professional credibility with adult learners.
  • Clear, concise verbal and written communication tailored to teachers, leaders, and stakeholders.
  • Empathy and cultural competence: responsive to diverse perspectives and student contexts.
  • Collaborative mindset: works effectively with teachers, administrators, and specialists.
  • Problem-solving and adaptability: iterates coaching strategies based on data and classroom realities.
  • Organizational skills and time management to manage a caseload and prioritize supports.
  • Facilitation and group leadership for adult PD settings.
  • Confidentiality and professionalism when handling sensitive teacher evaluation or student data.
  • Growth mindset and resilience in implementing change and providing challenging feedback.
  • Attention to detail for documenting coaching evidence, data, and progress toward goals.

Education & Experience

Educational Background

Minimum Education:

  • Bachelor's degree in Education or related field; valid state teaching certification required.

Preferred Education:

  • Master’s degree in Curriculum & Instruction, Educational Leadership, Literacy, or a related field; coaching certification or endorsement preferred.

Relevant Fields of Study:

  • Education
  • Curriculum and Instruction
  • Educational Leadership
  • Special Education
  • TESOL / English Language Learners

Experience Requirements

Typical Experience Range:

  • 3–7 years of successful K–12 classroom teaching experience.

Preferred:

  • 5+ years teaching with at least 1–2 years in mentoring, instructional leadership, curriculum development, or previous coaching role. Demonstrated success improving teacher practices and measurable student outcomes, experience facilitating professional development, and familiarity with district/state assessment systems.
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