Classroom Systems l Coach 2026-2027 School Year

id='p3685_'>Classroom Systems Coach 2026-2027 School Year JobID: 3685

Position Type:

Elementary/Middle School/EL/MS - Instructional Coach

Date Posted:

5/19/2026

Location:

District-wide

(High-Needs School)

Date Available:

26-27 School Year

Closing Date:

Until Filled

Additional Information: Show/Hide

Position Type: Classroom Systems Coach Grades K-8

Location: All School

Reports To: Teaching and Learning Department

Classification: Certified

Terms: 180 school days

Salary and benefits aligned with ZEA Collective Bargaining Agreement located at: https://www.zion6.org/

Job Description

The Classroom Systems Coach is a critical lever in improving student achievement by supporting staff in developing a classroom environment that is conducive to student learning. The role of the coach is to build teacher capacity and their understanding of instructional practices as related to the district initiatives, programs, and curriculum as well as Common Core and Data-Driven Instruction. A Classroom Systems Instructional Coach is a learner who models continuous improvement, and lifelong learning and goes above and beyond to ensure student success. All instructional coaches work collaboratively as a team with members of the Teaching & Learning Department. Instructional coaches will promote reflection, provide guidance and structure where needed, and focus on strengths, collaboration, and common issues of concern. They are responsible for ensuring high-quality instruction in classrooms through modeling, co-planning, co-teaching, and providing feedback to teachers. The instructional coach will demonstrate and model a passion for urban education reform and leadership. This is NOT a supervisory position and DOES NOT include evaluation of colleagues.

Classroom Supporter (Partner)

• Set coaching cycle goals with teachers based on classroom management observations
• Co-plan and co-teach with coaching cycle teachers based on classroom management needs
• Build staff capacity for high-leverage classroom management strategies
• Models classroom management strategies
• Assist in designing a classroom climate that meets the needs of all learners

Instructional Specialist

• Assist in developing and revising routines and procedures, transitions, student expectations that maximize student learning in the classroom
• Works with staff to establish a consistent, organized, and respectful learning environment.
• Provides guidance on how to address gaps in their classroom management
• Collaborate with the teacher on providing positive and constructive feedback to students regarding classroom expectations

Data Coach

• Offers observation and feedback to classroom teachers that target classroom management
• Creates and/or collaborates with teachers in creating measures for student and teacher classroom management impact on student learning and engagement
• Leads teacher through self-reflection and goal setting around classroom management data and determines if adjustments may be needed

Learning Facilitator

• Develops relationships with adults that lead to increased change in practice, reflection, and schoolwide collective efficacy that promote student achievement
• Plans for high-quality professional learning that is integrated and embedded into day-to-day teaching and learning and that aligns with the school and district visions and missions
• Facilitates teacher collaboration through structured learning opportunities and coaching conversations
• Uses local, state, and national standards, and research to design and deliver professional learning
• Actively learns and engages in professional reading and research to keep current and regularly shares new ideas with teachers and administrators.

General

• Instructional Coaches will plan and lead one ZD Staff Academy per month
• Use technology resources to enhance teaching and learning
• Attend professional development and scheduled meetings as requested
• Identify key areas and methods of communication with teachers concerning instructional practices
• Experience with the implementation of NWEA as required by the school authorizer.
• Act as an advocate for the school at various events
• Respond to emails and voicemails promptly
• Maintain a positive working relationship with faculty, staff, board members, parents, students, authorizer, and community

Qualifications:

• Illinois Professional Educator License
• Required - Four years of classroom teaching experience with summative evaluation ratings of excellent in the past 2 years
• Suggested - Endorsements in any of the following: Mathematics, MS, Elementary Education, Instructional Coaching, Curriculum and Instruction, or Teacher Leader Program.
• Demonstrated knowledge of data-driven instruction.
• The employee must have a foundational knowledge of district curricular standards and targets; State of Illinois learning standards; best practices in teaching; differentiated instruction; successful classroom management strategies; and other related curriculum objectives.
• Actively learns and engages in professional reading and research to keep current and regularly shares new ideas with teachers and administrators

Work Environment

The employee must possess basic computer skills, including the use of web browsers, word processing, spreadsheets, and student database systems. The employee utilizes Board-approved instructional resources, technology, and assistive technology. Duties are performed primarily in a classroom setting with students and may include occasional outdoor work and exposure to typical school-related noise levels.

This position requires regular standing, walking, speaking, hearing, and use of hands for instructional materials and classroom tools. Occasional sitting, climbing, balancing, stooping, kneeling, crouching, crawling, and lifting or moving up to 30 pounds may be required. Employees must be able to work in varying noise, temperature, and air quality conditions, manage routine interruptions, and demonstrate flexibility, patience, self-motivation, and the ability to work independently under potentially stressful conditions. Occasional after-hours work may be required.