Instructional Coach

Title

Instructional Coach

• Position Type:
  Middle School Teaching/Instructional Coach
• Date Posted:
  April 26, 2025
• Location:
  
  Woodland Middle School
• Date Available:
  
  August 18, 2025 (plus six New Staff Orientation Days August 6 - 14, 2025)
• Closing Date:
  When filled
• District:
  Woodland School District 50
• License:
  Valid Illinois Professional Educator License

• Education:
  
  Master’s Degree in Education (Required)
• Experience:
  
  Minimum three (3) years classroom teaching experience (Required)
  Preferred:
  Minimum three (3) years of classroom teaching experience in a public‑school setting, evidence of experience leading colleagues in improving instructional practices, Bilingual – Fluent in Spanish

• Develops, implements, and delivers professional development and training, inclusive of both Professional Practice and Student Growth based on staff needs and as requested by building/district administration.
• Conducts observations, and supports peer observation and learning between classrooms/sites.
• Engages education staff inclusive of all programming:
  Special Education, Multilingual Learners, Advanced Academics, in individual and group reflective coaching to discuss observations and develop a plan to strengthen challenging areas and build on areas of strength.
• Identifies resources and materials that will support instructional quality and integrate them into program practices.
• Supports rigorous implementation of standards‑based curriculum and assessment.
• Develops internal systems and procedures that advance instructional quality.
• Leads, facilitates, and/or assists professional development and training on district resources and systems in alignment with district initiatives including but not limited to learning management systems, data systems, and grading platforms.
• Supports communication around professional learning through email and presentations.
• Collaborates with all coaches in learning and application of the use of the Framework for Teaching (FfT), curriculum and assessment guidance documents, Multi‑tiered Systems of Support processes, and PD opportunities.
• Engages in ongoing student‑centered coaching cycles with staff.
• Establishes a cooperative working relationship with staff, principals, teachers, and district office departments.
• Delivers and engages in professional learning to support continuous learning and development.
• Works in a productive, organized, collaborative environment, works within timelines and produces work that reflects a high level of quality.
• Maintains a flexible work schedule to be available at times most convenient for teachers and administrators.
• Maintains high levels of confidentiality.
• Utilizes the Danielson FfT and its alignment with teaching and learning within the District.
• Utilizes the Woodland School District 50 Strategic Plan as needed.
• Incorporates the district’s student growth, assessment practices, and best practices in the field of professional growth and development and training.
• Incorporates student learning standards, rubric writing, learning management systems, various assessment methods, and professional standards of practice while performing the duties.
• Incorporates the understanding of the relationship between student growth, learning, and school/district departments and initiatives.

• Manage time and resources effectively, meet deadlines, and produce high-quality work.
• Assist in other areas as needed.
• Complete other duties as needed.

• Planning and Preparation – Demonstrate knowledge of content and pedagogy, students, and resources; design coherent instruction and select appropriate instructional activities; and have the ability to assess student learning.
• Classroom Environment – Create an environment of respect and rapport, establish a culture for learning, manage classroom procedures, manage student’s behavior, and organize physical space.
• Instruction – Communicate clearly and accurately, use questioning and discussion techniques, engage students in learning, provide feedback to students, and demonstrate flexibility and responsiveness.
• Professional Responsibility – Reflect on…