Instructional Transformation Coach, K-8; SY

Instructional Transformation Coach, K-8 (SY26-27)

Job : 5539921

Final date to receive applications: Dec 01, 2026 11:59 PM (Eastern Standard Time)

Re-Posted: Mar 01, 2026 5:00 AM (UTC)

Starting Date: To Be Determined

Job Description: To be considered for this position, candidates must apply to the Instructional Transformation Coach [Candidate Pool Posting] (SY26-27) and be screened through the Central Office screening process.

Orchard Gardens is a K-8 Pilot School nestled in the heart of Roxbury, with a strong academic and arts focus and a continued commitment to growth as a Transformation School. We seek educators who bring expertise, innovation, and a collaborative spirit to improve outcomes for all students in the OGPS community. We are working to strengthen purposeful learning, student leadership, and inclusive classrooms grounded in meaningful relationships among students, staff, and families.

Our PRIDE values, Perseverance, Respect, Integrity, Daring, and Excellence, guide our shared efforts to ensure every student is challenged, supported, and inspired to achieve.

Boston Public Schools seeks an exceptional Instructional Transformation Coach who is highly qualified and knowledgeable to support one of the Boston Public Schools in need of rapid and sustained transformation and join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. The Instructional Transformation Coach will report to the school leader and the Executive Director of Professional Learning and will provide direct coaching and support to their site-based principal, instructional leadership team, and individual teachers.

The Instructional Transformation Coach will be expected to be at the school 80-90% of the time, focused on the quality of teaching and learning. The Instructional Transformation Coach will also dedicate 10-20% of their time to working on their own professional development and learning with role‑alike colleagues from other district schools under the guidance of the Academics Division.

In BPS, teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as a teacher.

The district is committed to accelerating instructional change to ensure all BPS students are independent learners who are prepared to pursue their interests and become effective agents of change for themselves, their families, and their communities. The Instructional Transformation Coach will work with central office departments and the leadership at the school to provide school‑level support to ensure that acceleration of academic achievement and opportunity occurs for every student in their school.

• The Instructional Coach will provide professional support and technical assistance to teachers and monitor them to ensure the full implementation of the instructional focus and expectations.
• Using district‑adapted curriculum materials and pedagogical framework to set up effective classroom environments, assist in the following:
  • planning effective lessons and unit planning aligned to curricular best practices
  • co‑teaching and modeling lessons with teachers
  • providing in‑class coaching and feedback, which may include videotaping and debriefing lessons
  • assisting in planning school‑based professional development during and after school, including workshops, study groups, looking at student work and data sessions, and peer observations
• Assist the principal in executing the school’s balanced assessment system to achieve the school’s improvement initiatives
• Assist in the proper implementation of BPS mid‑and end‑of‑year assessments, as well as the analysis and response to results by supporting the effective and responsible use of data to identify additional tier two and three supports for students and…