Junior Kindergarten – 12 District Instructional Coach

Junior Kindergarten - 12 District Instructional Coach

District

Reports To: Director of Elementary Instructional Services

Salary: Per the FHEA Master Agreement Salary Schedule

Job Summary: The Junior Kindergarten (JK)–12 District Instructional Coach will play a critical role in supporting the district’s Multi-Tiered System of Supports (MTSS) framework, focusing on Tier 1 instructional best practices and Tier 2 interventions and enrichment supports. This position is designed to improve student outcomes by collaborating with teachers, paraprofessionals, and school leaders to implement evidence-based practices and ensure data-driven instructional decision-making across grades Junior Kindergarten–12.

Qualifications:

Required:

• Valid Michigan teaching certificate.
• Experience in instructional coaching or teacher leadership roles.
• Minimum of 5 years of successful teaching experience with demonstrated strength in instructional best practices.
• Knowledge of the MTSS framework and experience supporting Tier 2 interventions.
• Proficiency in interpreting and applying student achievement data to drive instruction.

Preferred:

• Master’s degree in Mathematics, Curriculum & Instruction, or related field.
• Familiarity with state math initiatives (e.g., Michigan’s MAISA Mathematics Task Force, GELN Essential Practices for Mathematics).

Essential Job Functions: 

Instructional Coaching & Support

• Collaborate with teachers to design, implement, and refine Tier 2 small-group interventions and enrichment aligned with MTSS best practices.
• Model effective instruction using research-based strategies.
• Provides job-embedded coaching support by planning, modeling, co-teaching, and reflecting with teachers, principals, counselors, professional learning communities (PLCs), and support staff in implementing MTSS. 
• Observe classroom instruction and provide non-evaluative feedback to improve instruction and intervention fidelity.
• Support alignment of Tier 2 instructional materials with core (Tier 1) curriculum and student learning goals.
• Continuously work to support the whole child (academic, behavioral, and social-emotional).

Data Analysis & Progress Monitoring

• Provides job-embedded professional learning and participates in Data Team meetings to support teachers, principals, and counselors in analyzing all student data forms (e.g., academic, demographic, behavior, etc.) to inform Tier 1, 2, and 3 instruction. 
• Assist school teams in analyzing universal screening, diagnostic, and progress monitoring data to identify students needing intervention and enrichment opportunities. 
• Collaborate with intervention teams to adjust instructional strategies based on student progress and outcomes.
• Maintain accurate documentation of intervention plans, student progress, and implementation fidelity.

Professional Learning

• Develop and facilitate staff training sessions on effective strategies, interventions, enrichment supports, progress monitoring tools, and MTSS processes.
• Stay current with research in literacy and mathematics development, differentiated instruction, and MTSS practices, and disseminate relevant findings to staff.
• Supports child study, ILT, PLCs, and staff meetings when appropriate. 
• Participates in curricular reviews.

Collaboration & Leadership

• Participate in MTSS team meetings, data review cycles, and problem-solving processes across buildings.
• Serve as a liaison between general education and intervention staff to promote cohesive and coordinated support systems.
• Collaborate with building and district leaders to ensure implementation fidelity across all JK–12 settings.

Technical Skills, Knowledge & Abilities: 

• Strong interpersonal and communication skills with the ability to build positive, collaborative relationships.
• Deep knowledge of literacy development across grade levels.
• Skilled in adult learning and facilitation techniques.
• Culturally responsive and equity-focused instructional mindset.
• Organized, flexible, and capable of managing multiple priorities.

Physical Requirements: 

While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment). The employee must occasionally lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision, and ability to adjust/focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the job.

Work Environment: 

The noise level in the work environment is usually loud to moderate. Work may be performed indoors and/or outdoors. The employee is directly responsible for the safety, well-being and work output of students.

Mental Functions:
While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile and negotiate.

Evaluation:

In accordance with the FHEA Master Agreement.

Terms of Employment: 

The employee will remain free of any alcohol or drugs throughout his/her employment with the district as outlined in Board Policy #4210.