Instructional Services School Coach (Math) - 1.0FTE

Instructional Services School Coach (Math) - 1.0FTE

Salary

$74,736.00 - $146,088.00 Annually

Location

John Stanford Center for Educational Excellence, WA

Job Type

Full-Time

Job Number

27714

Department

Mathematics

Opening Date

10/19/2026

Closing Date

10/21/2026 5:00 PM Pacific

Subject Area

Math

FTE

1.0

• Description
• Benefits
• Questions

Overview of Position

Career Ladder Position: Priority consideration will be given to current SPS certificated staff who may apply. Career Ladder positions are stipend roles that entail additional duties beyond a certificated contract. Teachers who apply must have an evaluation rating of proficient or higher in all eight TPEP criteria and a state student growth impact rating that is "average" or higher on their most recent comprehensive evaluation. Teachers who are currently on a focused evaluation must still meet the above criteria. They must also have a rating of proficient or higher in their identified focused criteria and a state student growth impact rating that is "average" or higher on their most recent focused evaluation.

This is a Certificated Career Ladder position. Please refer to the SEA Collective Bargaining Agreement for additional information regarding Central Office Career Ladder positions. The person in the position will be paid an annual stipend in addition to the assigned certificated non-supervisory salary placement. The Secondary Math Instructional Coach position supports the implementation of job embedded professional learning for teachers and school leaders in direct support of the middle school math academic goal. Our 8thgrade math goal aims to increase SBA proficiency by almost 16% points by 2030.

The purpose of this position is to ensure middle school students receive highly effective math instruction in order to meet grade level standards through the implementation of district's middle school math instructional resources and initiatives. The Middle School Math Instructional Coach will support the effective implementation of the enVision mathematics curriculum as well as shifting teacher instructional practice to better maintain grade-level rigor, expect students to do the cognitive work, and engage students in mathematical discourse and sense-making. These positions are structured as a three-year investment to provide sustained, job-embedded support while building long-term instructional capacity within and across schools.

The 3 instructional shifts (rigor, cognitive work, discourse) enacted using enVision, our district-adopted instructional material, aligns with the district's priority to strengthen Tier 1 core mathematics instruction and improve student outcomes, as measured by SBA and district assessments. High-quality implementation of the 3 instructional shifts -supported by ongoing coaching and professional learning-ensures all students experience rigorous, standards-aligned mathematics instruction that develops conceptual understanding, procedural fluency, and mathematical reasoning.

Each coach will partner with up to five schools, so that all comprehensive middle schools and K-8s have access to a secondary math coach. Coaches will work in close collaboration with school principals, principal supervisors, and teacher leadership teams to deepen instructional expertise, strengthen implementation of enVision, and promote consistent, high-quality math instruction across classrooms. In addition to supporting school leadership teams, coaches will deliver professional learning and job-embedded support for teachers through modeling, co-planning, classroom observations, actionable feedback, and collaborative problem-solving focused on effective mathematics instructional practices.

Instructional coaching is a critical lever for sustainable school improvement, linking professional learning directly to classroom practice. Through ongoing, relationship-driven support, coaches help teachers translate new learning into impactful instructional strategies that increase student engagement, strengthen mathematical discourse, and deepen problem-solving skills. By fostering reflective practice, using data to guide instructional decisions, and maintaining strong collaboration with teachers and leaders, coaches build teacher confidence, collective efficacy, and instructional coherence.

The purpose of this position is to plan, facilitate, lead and model the implementation of district and school-based instruction programs in multiple schools, and to provide for professional development for school-based coaches and teacher leaders. This position is a full-time release position from classroom teaching duties.

Essential Functions

• Conducts ongoing evaluations of the instructional improvement action plans at the district and school levels in collaboration with Director of Curriculum and Instruction, content area managers and school-based coaches based on student achievement data, direct observation and information from staff, students and parents.
• Plans and conducts research-based professional development for school-based coaches and teacher leaders; applies concepts of adult learning and motivation to meet the needs of staff having different skill levels; uses a variety of group configurations and presentation formats to appropriately engage adult learners; facilitates reflection and dialogue among school-based coaches; mentors beginning coaches to develop their coaching practice.
• Conducts focused observations of school-based coaches and classroom teachers; models appropriate classroom support to school-based coaches; provides situation-specific assistance adapted to the needs of the school and school-based coach.
• Assists school-based coaches in assessing and developing appropriate intervention and accommodation strategies for classroom teachers related to students who are second language learners, enrolled in Special Education programs and underrepresented students with diverse learning needs.
• Demonstrates lessons for school-based coaches and teachers to observe; works alongside school-based coaches and teachers demonstrating instructional strategies, modeling intensive classroom support and guiding coaches and teachers as they implement the strategies in their schools and classrooms.
• Develops strategies and works with schools to maintain appropriate pacing of instructional programs and correct use of adopted materials.
• Works with principal and central administration to analyze and document student performance data, to assess the effectiveness of the school-based coaching program; and communicates results to appropriate stakeholders.
• Participates in school Learning Walks (small teams that visit classrooms with a specific focus) in assigned schools.
• Participates with district teams/councils/committees in strategic planning efforts for the purpose of improving the districts teaching and learning processes.
• Assists in reviewing alignment of district curriculum with state standards and grade level expectations; identifies gaps between grades; and provides feedback and guidance teams of grade level teachers to improve curriculum alignment.
• Assists in the developing, analyzing and adapting curriculum and instructional materials.
• Builds and maintains effective relationships with students and adults.
• Attends classes, workshops, meetings and seminars related to instructional services coach activities; collaborates with other instructional coaches and curriculum specialists in developing and providing central and school-based professional development.
• Communicates clearly with and attends to the needs of culturally diverse audiences; attends ongoing culturally relevant professional development classes and applies these skills to actions that result in systemic improvements.

OTHER FUNCTIONS:

• Performs related duties consistent with the scope and intent of the position.

REPORTING RELATIONSHIPS:

Reports to the Math Program Manager

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES:

Knowledge of:

• Adult learning theory and instructional design and delivery; standards for school-based professional development coaching and mentoring techniques; collaborative methods; effective student and adult behavior management; effective instructional techniques; curriculum and instructional materials used by the district; current research about the elimination of achievement gaps and accelerated student learning; rules and procedures for student and adult safety.

Skills:

• Instructing, coaching and leading adults; analyzing and interpreting student performance data; aligning instructional materials with State standards and grade level expectations; appropriate use of a variety of instructional methods; adapting subject materials and teaching techniques to increase achievement; developing assessment tools and statistical reports; organization and time management; decision-making and problem¬solving; effective written and oral communication.

Abilities to:

• Use a computer for tracking data, building spreadsheets, conducting presentations and communicating via e-mail; coordinate and facilitate activities; collaborate with staff and administrators; adapt to change and remain flexible; organize and develop activities; establish and maintain effective working relationships with all stakeholders in a multicultural community; address different adult and student learning and behavioral styles and abilities; address new trends and ideas in education and education transformation; work independently; work as team-member; exercise self discipline in behavior and attitude.

Typical Qualifications

EDUCATION AND EXPERIENCE:

Masters degree and three (3) years of successful teaching experience, and two (2) years successful educational coaching experience or related experience mentoring/coaching adults.

SUBSTITUTION:

Bachelors degree in a major content area, and five (5) years successful teaching experience. No substitution for two (2) years successful coaching experience.

Additional minimum qualifications and preparation may be required for each position based on the level and subject area assigned to the position.

LICENSES/SPECIAL REQUIREMENTS:

Valid Washington State Teaching certificate; valid Washington State drivers license or evidence of equivalent mobility.

ELIGIBILITY:

Must have been rated "Innovative" in at least two of the following domains of the PG&E: Classroom Environment; Planning and Preparation; or Instruction. (Must be at least "Proficient" in the other domains.) Beginning in 2012-13 a teacher of tested subjects must have achieved high student growth two consecutive years. To become a career ladder teacher at a low-performing (Level 1) school, must have demonstrated experience working with similar student populations.

Note: A written statement of purpose is required by the applicant. The application process will include a demonstration lesson and interview with a school-designated interview team.

Note: performance evaluation may include peer-review component

CONTINUING EDUCATION/TRAINING:

All Career Ladder Teachers will be required to participate in professional development training, an initial 6-hour session and three 2-hour sessions throughout the year.

CLEARANCES:

Criminal justice fingerprint and background check

Seattle Public Schools benefits are administered by the Washington State Healthcare Authority (HCA) under the School Employees Benefits Board (SEBB). Click HERE for an overview of available benefit options.

Eligibility for benefits is determined by the number of hours employees are anticipated to work during the school year (September 1 through August 31). Any employee who is scheduled to work 630 hours or more in a year is eligible for benefits.

Salary Schedule

Please find the salary schedule associated with this role and others like it HERE.

01

Are you a current Seattle Public Schools employee with a certificated contract for the 2026-2027 school year?

• Yes
• No

02

Do you have a Math Endorsement?

• Yes
• No

03

I have experience working in the classroom with the following grade levels (check all that apply):

• Pre K
• Elementary (K-3)
• Elementary (4-5)
• Middle School (6-8)
• High School (9-12)
• No Experience

04

Please select the types of schools that you have experience in and/or would be willing to work:

• Title I
• STEM
• Montessori
• Dual Language Immersion
• ELL/Bilingual
• Alternative Learning
• Highly Capable/Gifted
• K-8
• Elementary
• Middle
• High

05

Are you a current math teacher in SPS?

• Yes
• No

06

To be considered for Career Ladder positions, classroom teachers evaluated on the TPEP framework, in addition to meeting position specific criteria, must have a summative evaluation rating of Distinguished and a student growth impact rating equal to Average or High; or have a summative evaluation rating of Proficient and a student growth impact rating equal to High. Teachers evaluated on the 4 domain framework must achieve a Distinguished in domain 4 and at least one of the other 3 domains (preferably instructional practice). Do you meet this requirement?

• Yes
• No

07

In a short response, please describe your educational coaching experience or related experience mentoring/coaching adults.

08

How many years of teacher experience do you currently posses?

• 0-2yrs
• 3 or more years

09

How many years of educational coaching experience or related experience mentoring/coaching adults do you currently possess?

• 0-1yr
• 2 or more years

Required Question

Employer Seattle Public Schools

Address 2445 3rd Ave South

Seattle, Washington, 98124-1165

Phone 206-252-0215

Website http://www.seattleschools.org/careers