What are the responsibilities and job description for the Elementary Instructional Coach (1 Year Only) position at Portland Public Schools, Maine?
- Facilitate cycles of inquiry (planning, co-teaching, data-driven reflection) and common planning time with teachers to jointly plan, implement, and reflect on instructional strategies, classroom norms, student work or actions, or other topics that lead to increased student achievement
- Ensure effective collaboration between classroom teachers, special educators, ESOL teachers, Chapter 104, Ed Technicians, and other building-based support staff
- Meet during teacher planning blocks in grade-level teams once a week
- Establish consistent routines around planning, data-meetings, and planning for and reflecting on instructional practice
- For grades K-5, support implementation of high-quality, district-supported curricula in all grades with integrity, i.e. effective lesson facilitation, pacing, use of instructional routines, and equitable differentiation
- For Pre-K, understand the MELDS, and effectively coach teachers to implement instructional routines on a weekly basis to reach Pre-K standards
- Co-plan and co-teach when appropriate
- Have a strong vision for what high-quality, embedded PD should be for teachers, aligned to our district-wide instructional vision.
- Build a strategy for codifying/adopting/developing content and supporting strong implementation
- Work with teachers, principals, consultants, and the Director of Academics to ensure every teacher gets high quality PD aligned to district goals
- Deliver high-quality PD to teachers in small groups or large groups, depending on need
- Run data meetings with small and large groups
- Participate in PD with other Elementary Coaches around high quality instruction K-8
- Assist lead teachers and building leadership teams in utilizing student performance data to develop school-wide goals, professional development, and implementation plans
- Attend leadership team meetings, and contribute in developing the School Success Plan as well as other school-wide instructional leadership projects or initiatives
- Lift up best practices and support consistent sharing and collaborating across all elementary schools
- Support the curricular transition of students from Pre-K to K, and 5th to 6th grade through collaboration with Pre-K sites and middle schools
- Coordinate assessments like NWEA and MEA and manage school-wide data
- Address and redress inequitable structures, practices, and mindsets in the school and district]
- EQUITY:Strong equity orientation and an openness to personal reflection on deepening awareness of personal bias and being culturally responsive. Demonstrated conviction around having high expectations for all students. Conviction that all students can achieve at high levels , and a deep-seated belief that all teachers have the capacity to get them there. Experience with culturally responsive pedagogy.
- CONTENT KNOWLEDGE:Extensive experience developing and/or supporting curriculum development. Expertise in formative, benchmark/interim and summative assessment. Deep understanding of the K-5 Common Core Standards, as well as MELDS for Pre-K. Expertise in proficiency-based (or competency-based) education. Strong understanding of what quality curriculum, instruction and assessment looks like.
- COACH:Supports and engages teachers to realize the school's instructional vision of teaching, learning and quality curriculum that is aligned to district beliefs in each and every classroom. Fosters a culture of continuous learning by creating a culture of feedback and learning, modeling a growth mindset, and creating consistent structures to support the work. Uses high-leverage coaching strategies to elevate teacher and student learning such as learning labs, difficult conversations, and professional development. Adjusts course and measures impact based on student and teacher success and engagement data, such as achievement data and teacher observation.
- RELATIONSHIP BUILDER: Great relationship builder. Demonstrated ability to build trust with teachers and administrators. A great teammate. Someone who lifts people up rather than bringing them down. Someone who has a "go-getter" attitude about work. Excellent oral and written communication skills.
- Bachelor's degree in an applicable field of education from an accredited college or university
- [Preferred] Master's degree
- Successful track record as a teacher
- Experience supporting adult learners
- Experience designing curriculum and assessment
- [Preferred] Experience with CKLA, EL-ELA Curriculum, Illustrative Mathematics Curriculum, Amplify Science and Wabanaki Studies or Black History
- Maine State fingerprint (CHRC) authorization (more info)
- Currently holds or is eligible for Maine State Teacher Certification with 020 Endorsement (K-6 or K-8) (more info)
- Calendar: 193 days (standard school year 10 days)
- Assignment: Permanent, full time (1.0 FTE)
- Overtime: Not eligible for overtime
- Contract: Part of PEA union (see 2025-2028 CBA here)
- Salary: Based on education and experience, as outlined in CBA
- Benefits: Eligible for benefits as outlined here
- Reports to: School Principal
JobID: 5375
Position Type:
TEACHER-NON CLASSROOM/INSTRUCTIONAL STRATEGIST
TEACHER-NON CLASSROOM/INSTRUCTIONAL STRATEGIST
Date Posted:
4/10/2026
4/10/2026
Location:
Lyseth Elementary School
Lyseth Elementary School
Date Available:
08/17/2026
08/17/2026
Closing Date:
05/01/2026
05/01/2026
TITLE: Elementary Instructional Coach (1 Year Only) - Elementary , 26-27 School Year
POSITION OVERVIEW:
This is an exciting time to be a leader in the Portland Public Schools. We are headed into the third year of the district's Five-Year Strategic Plan, and we have a strong sense of collective vision and direction. Teachers and administrators agree that coaching is a key lever to support teachers and build capacity. Our elementary teachers have been working with a coach towards a district-wide instructional vision for several years to ensure that our instruction is joyful, engaging, and rigorous. Next year will be the 5th full year of implementing a high-quality math curriculum, Illustrative Mathematics, aligned to this vision, and then the 3rd year of implementing 2 literacy curricula aligned to the science of reading, CKLA and EL Education. The person in this role will step into an opportunity to add immediate value to the work already underway.
An Elementary Instructional Coach is charged with ensuring that all students in their school have access to quality curriculum, instruction, and assessment and that all teachers have the support they need to deliver high quality instruction aligned to the Common Core State Standards (CCSS). This person will lead teachers to work collaboratively to strengthen their collective efficacy around teaching and learning, ensuring strong implementation and follow through of agreed-upon strategies that result in achieving goals outlined in the PPS Strategic Plan. An Elementary Instructional Coach will facilitate ongoing, consistent, collaborative meetings with teams and individual teachers, as well as work with the school's leadership team to set goals and achieve them.
An Elementary Instructional Coach must be oriented towards valuing and lifting up teacher expertise, honoring the powerful models in place, and seeing opportunities to strengthen and improve. They should be deeply grounded in the Common Core Standards, and the philosophy and structure of the high quality adopted curricula. An Elementary Instructional Coach should be highly motivated to focus work on curriculum, instruction, and assessment and should have a clear vision for the role of an instructional coach in supporting teachers to build and ensure consistent quality and lift up teacher expertise and creativity across the school. An Elementary Instructional Coach must hold high expectations for all students and understand how access to rigorous curriculum, instruction, and assessment is a critical aspect of ensuring equitable outcomes for all students. Finally, an Elementary Instructional Coach must have a growth mindset of themselves and others, be open to feedback, and be a highly effective collaborator who can build trust with diverse stakeholders across the entire district.
ESSENTIAL RESPONSIBILITIES:
1. Lead teacher teams in small Professional Learning Communities to elevate planning and instruction to be collaborative, innovative, and high quality
2. Collaborate with others to ensure teachers receive high quality professional development
3. Provide leadership in the area of curriculum, instruction and assessment to support the school in their instructional vision, goals, and results for all students
KNOWLEDGE, SKILLS, AND ABILITIES:
EDUCATION, TRAINING, AND EXPERIENCE:
CREDENTIAL REQUIREMENTS:
EMPLOYMENT DETAILS:
ABOUT LYSETH:
At Harrison Lyseth Elementary in Portland, ME, we work collaboratively to ensure all students feel a strong sense of belonging and are engaged in grade-level learning every day. Special Education teachers are integral to this work, providing both co-teaching support and small group instruction using structured literacy approaches, including Orton-Gillingham through IMSE, with ongoing coaching and support.
We are committed to explicit, systematic literacy instruction in K2 and use EL Education curriculum across K5, alongside Illustrative Mathematics to promote inquiry and engagement. Data-driven instruction, professional collaboration, and coaching are central to our practice, supported by literacy and math coaches and a Special Education Coordinator.
Our school is grounded in a commitment to equity and anti-racist practices. We center restorative approaches, value multilingual learners as assets, and engage in ongoing reflection and dialogue around identity and bias. As part of Portland Public Schools, we are committed to creating an inclusive and supportive environment for both students and staff, offering strong opportunities for professional growth, collaboration, and leadership development.
-
Portland Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws.