District-Wide Instructional Coach (Part-Time)

District-Wide Instructional Coach (Part-Time)

***PENDING BOARD APPROVAL***

Job Goal

To strengthen teaching, leadership, and student learning throughout Wilson County Schools by providing flexible, job-embedded, non-evaluative coaching and professional learning for teachers and administrators. The coach supports consistent implementation of district instructional priorities, Tennessee Academic Standards, district-adopted instructional materials, data-informed decision-making, and effective instructional practices across grade levels and schools.

Qualifications

Holds a bachelor’s degree and a valid Tennessee educator license, or another credential authorized by Tennessee law and State Board of Education rules.

Has at least five years of successful teaching experience; experience in instructional coaching, school leadership, or district-level support is preferred.

Demonstrates knowledge of Tennessee Academic Standards, effective instruction across grade levels and content areas, assessment, differentiation, and data-informed planning.

Demonstrates skill in adult learning, instructional coaching, collaborative planning, modeling, co-teaching, reflective feedback, professional learning communities, and professional development.

Can support administrators with instructional leadership practices, including planning professional learning, facilitating data conversations, and supporting schoolwide instructional priorities.

Has strong communication, presentation, organization, technology, data-analysis, and interpersonal skills, and can build trusting professional relationships.

Meets the physical and other requirements necessary to perform the essential functions of the position, with or without reasonable accommodation.

Position Information

Reports to: Director of Academics or designee
Schedule: Part-time; work schedule and days determined by district needs

Essential Functions

Provides non-evaluative coaching and professional support to teachers and administrators based on district, school, and individual needs.

Partners with teachers to strengthen instructional practice through coaching cycles, collaborative planning, modeling, co-teaching, classroom visits, and reflective conversations.

Supports administrators in advancing schoolwide instructional priorities, including planning professional learning, facilitating data conversations, and strengthening instructional leadership practices.

Models standards-aligned, evidence-based instruction and leadership practices when appropriate.

Supports the effective use of district-adopted high-quality instructional materials, curriculum resources, pacing expectations, and Tennessee Academic Standards.

Facilitates coaching conversations that help educators identify strengths, set goals, consider next steps, and assess the impact of changes on student learning.

Supports teachers and administrators in analyzing formative, summative, benchmark, screening, progress-monitoring, and state assessment data to guide instruction and monitor student progress.

Assists school teams with collaborative planning, professional learning communities, data teams, and other structures that promote instructional alignment and shared responsibility for student learning.

Supports differentiation and the selection of appropriate scaffolds, enrichment, interventions, and access supports for students with varied learning needs.

Provides or supports professional learning on instructional strategies, curriculum materials, assessment, technology, classroom management, literacy, numeracy, and other district priorities.

Supports new and developing teachers and administrators through modeling, planning, resource selection, coaching conversations, and job-embedded learning.

Collaborates with district leaders, school administrators, instructional coaches, supervisors, coordinators, interventionists, and other staff to connect district priorities with school needs.

Conducts non-evaluative classroom visits, learning walks, or instructional reviews for coaching and professional learning purposes and provides timely, actionable feedback.

Identifies instructional trends and professional learning needs from coaching, school visits, and student-learning evidence, and shares relevant patterns with appropriate district and school leaders.

Participates in district meetings, professional learning, coaching networks, curriculum training, and other activities necessary to support the position.

Maintains dependable attendance and travels among district schools and meeting locations as required by the part-time schedule.

Performs other work-related duties as assigned.