Humanities Instructional Coach

ACES Chase Academy is a grades 6-12 interdistrict magnet school with a STEAM-focused instructional model. The school’s mission is to cultivate an inclusive learning environment where students develop the skills to problem solve, collaborate, communicate, and advocate to achieve their goals and contribute meaningfully to the world. The Humanities Instructional Coach supports this mission by helping humanities teachers design rigorous, relevant, purposeful, and student-centered learning experiences.

Instructional Coaching and Teacher Support

• Provide structured, ongoing coaching to humanities teachers through cycles that may include goal setting, classroom observation, feedback, reflection, co-planning, modeling, and follow-up support.
• Develop supportive coaching relationships that promote teacher reflection, instructional improvement, and professional growth.
• Provide differentiated support to teachers based on instructional goals, professional learning needs, student needs, and schoolwide priorities.
• Support teachers in strengthening instructional practices related to reading, writing, discussion, inquiry, evidence-based reasoning, student discourse, project-based learning, and authentic assessment.
• Conduct classroom visits and walkthroughs to support instruction, identify coaching needs, and help teachers implement effective instructional strategies.
• Model, co-teach, or support demonstration lessons when appropriate.
• Research and share evidence-based instructional strategies that support improved teaching and learning in humanities classrooms.

Planning, Curriculum, and Assessment Support

• Collaborate with humanities teachers to plan units, lessons, learning tasks, and assessments that are standards-aligned, engaging, rigorous, and responsive to student needs.
• Support the integration of ACES Chase Academy’s instructional model and Portrait of a Graduate competencies into humanities instruction.
• Assist teachers in designing learning experiences that promote student voice, meaningful collaboration, effective communication, advocacy, and problem solving.
• Support the development and refinement of common instructional practices, common assessments, rubrics, student performance tasks, and interdisciplinary learning experiences.
• Assist teachers in examining student work, assessment results, and other instructional data to identify strengths, areas for growth, and next instructional steps.
• Support teachers in using data from district, teacher-created, and standardized assessments to inform instruction and improve student achievement.
• Collaborate with school and district leaders, as appropriate, regarding curriculum, instruction, assessment, and professional learning needs.

Professional Learning Communities

• Support humanities professional learning communities in developing clear goals, using protocols effectively, examining student work and data, and identifying instructional next steps.
• Assist teacher teams in using collaborative inquiry and data-informed decision-making to improve student outcomes.
• Support PLCs with agenda setting, student work review, calibration, curriculum review, assessment review, and instructional planning.
• Help ensure that PLC work is connected to schoolwide instructional improvement priorities and ACES Chase Academy’s instructional model.
• Support teacher leaders in facilitating effective, purposeful, and collaborative team meetings.

New Teacher Mentoring and Induction

• Provide mentoring and instructional support for new humanities teachers.
• Assist new teachers with curriculum planning, instructional routines, assessment practices, classroom systems, and integration into the school community.
• Support new teachers in understanding ACES Chase Academy’s mission, instructional model, Portrait of a Graduate, professional expectations, and collaborative structures.
• Serve as a TEAM mentor or support the TEAM process, as appropriate and based on certification.
• Help new teachers reflect on instructional practice, analyze student learning, and develop effective classroom strategies.

Professional Learning and Instructional Leadership

• Serve as an active member of the school’s instructional leadership team.
• Collaborate with school leaders and teacher leaders to advance instructional priorities and support continuous improvement.
• Contribute to the development, implementation, and monitoring of schoolwide professional learning and instructional initiatives.
• Provide onsite professional learning and staff development related to humanities instruction, instructional strategies, assessment, data use, and schoolwide instructional priorities.
• Participate in relevant meetings, professional learning, instructional rounds, leadership meetings, and school improvement activities.
• Coordinate with other academic coaches and members of the leadership team to support strategic planning, instructional coherence, and schoolwide events.
• Attend meetings and training as directed.
• Maintain appropriate manual and electronic files related to coaching, professional learning, instructional planning, and progress monitoring.
• Perform other duties as assigned.

Required Qualifications

• Valid Connecticut 092 Intermediate Administrator and Supervisor certification.
• TEAM certification and/or experience mentoring beginning teachers.
• Experience serving as an instructional coach, teacher leader, department leader, curriculum leader, or mentor teacher.
• Experience facilitating professional learning communities or adult professional learning.
• Experience with interdisciplinary instruction, project-based learning, performance assessment, or Portrait of a Graduate implementation.
• Experience using student work and instructional data to support teacher planning and instructional improvement.
• Experience working in a diverse secondary school community.

Salary : $59,981 - $104,444