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The position emphasizes coaching cycles through observation, goal setting, reflection, and confidential, professional collaboration. Key responsibilities include leading Multi-Tiered Systems of Support, supporting effective reading instruction and assessment use, planning professional development, consulting with school and district leadership, and facilitating instructional team meetings. Minimum requirements cover Oregon licensure, five years of successful teaching, team leadership experience, cultural competency, data-informed action, technology use, and strong communication skills.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":16,"@type":70,"position":76},"https://docshare.wps.com/template/resumes/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/instructional-coach-position-description/260437/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/instructional-coach-position-description/260437.png","ImageObject",442,249,{"name":88,"@type":89},"Maeve","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-21","2026-09-13",true,{"@type":98,"interactionType":99,"userInteractionCount":47},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is the primary purpose of the Instructional Coach role?","Question",{"text":108,"@type":109},"Serve as an instructional leader providing staff development, support, and explicit feedback to teachers to improve instructional practice, grounded in effective instruction and assessment principles.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does the coaching process work, according to the description?",{"text":113,"@type":109},"It involves coaching cycles with observation and feedback, goal setting, reflection activities, one-to-one interactions, emotional support, and regular collaboration with classroom teachers and administrators. 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The focus is around the implementation of principles of effective instruction, instructional strategies, and assessments keeping within the law, board policies, and administrative regulations.  \nInstructional Coaching  \n● Facilitate coaching cycles with teachers. Provide coaching through observation and feedback, setting goals, reflection activities, one-to-one interaction, and emotional support. ( Not for evaluative purposes. )  \n● Meet regularly with classroom teachers, administration, specialists and other instructional coaches to collaborate, talk about student instructional needs and pacing, and plan for differentiated instruction based on ongoing assessment outcomes.  \n● Observe classrooms, small group and individual instruction and provide feedback, modeling and coaching to enhance teacher practice. ( Not for evaluative purposes)  \n● Support and, when appropriate, model, co-develop and co-teach standards-based lessons and units.  \n● Diagnose the instructional needs of students and devise appropriate learning activities for each student.  \n● Maintain confidentiality and professionalism in the teacher/coach relationship when working with administrators and others in the profession.  \n● Help meet the diverse needs of all learners through culturally responsive practices and differentiation.  \nSystems Development and Leadership  \n● Provide leadership in Multi-Tiered Systems of Support  \n● Knowledgeable about Scientifically Research-Based Reading programs, principles of effective reading instruction, instructional strategies, and use of a range of assessments to monitor, assess, and communicate reading performance.  \n● Plan and lead high quality professional development for teachers, support staff, and administrators.  \n● Provide consulting services to school and district leadership.  \n● Follow standards, policies and procedures of the district and recommend changes.  \nTeam Collaboration  \n● Provide support for implementation of team agreements.  \n● Facilitate/co-facilitate 100%, 20% and Instructional Leadership Team meetings and provide support for implementation of team agreements.  \n● Attend and participate in all required training.  \nPerform other duties as assigned.  \nAdditional Responsibilities:  \n● Perform duties in a courteous, efficient, and professional manner that builds the confidence of staff, students and the public and enhances learning.  \n● Work effectively and collaboratively with diverse student, parent and community populations.  \n● Carry out work responsibilities with strong organizational skills, effectively under pressure of deadlines, difficult situations, interruptions, and new or emergency conditions.  \n● Resolve conflict in a professional manner.  \n● Respect confidential information and the privacy of students, staff and parents.  \n● Develop job skills necessary to meet changes in the position.  \nMinimum Requirements:  \n● Current Oregon Licensure through Teachers Standards and Practices Commission  \n● A minimum of five years of successful teaching.  \n● Experience as a team leader.  \n● Clearly demonstrates cultural competency, knowledge of diversity issues, and can advocate for non-traditional students and minorities.  \n● Flexible and adaptive thinking for visionary planning  \n● Knowledge of curriculum, program development and best instructional practices.  \n● Demonstrated experience in planning and leading high quality professional development for large groups of educators and administrators.  \n● Demonstrated experience analyzing data and adopting an effective course of action on the basis of the data.  \n● Demonstrated ability to establish and maintain eff","cbCaioH4nCQUwQq1","https://ap.wps.com/l/cbCaioH4nCQUwQq1","pdf",305947,"English","# Position Description\n## Instructional Coaching\n## Systems Development and Leadership\n## Team Collaboration\n## Additional Responsibilities\n## Minimum Requirements\n## Desired Qualifications\n## Physical Demands\n## Work Environment","[{\"question\":\"What is the primary purpose of the Instructional Coach role?\",\"answer\":\"Serve as an instructional leader providing staff development, support, and explicit feedback to teachers to improve instructional practice, grounded in effective instruction and assessment principles.\"},{\"question\":\"How does the coaching process work, according to the description?\",\"answer\":\"It involves coaching cycles with observation and feedback, goal setting, reflection activities, one-to-one interactions, emotional support, and regular collaboration with classroom teachers and administrators. (The description states it is not for evaluative purposes.)\"},{\"question\":\"What are the minimum requirements for this position?\",\"answer\":\"Current Oregon licensure through the Teachers Standards and Practices Commission, at least five years of successful teaching, and experience as a team leader, along with demonstrated cultural competency and the ability to analyze data and plan effective next steps.\"}]","Instructional Coach - Position Description | PDF",1789342150]