Instructional Support Coach

INSTRUCTIONAL SUPPORT COACH

GREATER NEW BEDFORD REGIONAL VOCATIONAL TECHNICAL HIGH SCHOOL

SCHOOL YEAR: 185 (up to 8 additional workdays for 193)

Position Purpose: Supports classroom teachers to expand and refine instructional strategies to support high achievement academic and vocational students. This position is responsible for maintaining and improving upon the efficiency and effectiveness of all areas under their direction and control; performs all other related work as required.

Essential Responsibilities:

(The essential responsibilities or duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to the position.)

Instructional Coaching & Teacher Support

• Partner with teachers across academic and vocational content areas to co-plan, model, observe, and reflect on instructional practice.
• Provide non-evaluative feedback aligned to evidence-based instructional strategies and district instructional priorities.
• Support teachers in designing lessons that reflect curriculum standards, appropriate pacing, differentiation, and multiple pathways for student access and engagement.
• Assist teachers in strengthening instructional practices that support diverse learners, including English learners and students with disabilities

Professional Learning & Collaboration

• Design and facilitate professional learning opportunities, including PLCs, workshops, and coaching cycles aligned to school and district goals.
• Support structures for teacher collaboration, peer observation, and reflective practice.
• Coordinate induction and mentoring support for new, career-changing, and non-PTS teachers.

Curriculum, Assessment, & Data Use

• Support teachers in aligning curriculum, instruction, and assessment to district expectations and Massachusetts Curriculum Frameworks.
• Assist educators in analyzing student work and formative data to inform instructional decisions and instructional adjustments.
• Collaborate with administrators and instructional leaders to identify trends and instructional needs at the classroom, department, and school level.

Collaboration & Leadership

• Work closely with administrators to support instructional initiatives while maintaining a clear non-evaluative coaching role.
• Serve as a thought partner in instructional planning, implementation, and continuous improvement efforts.
• Build trusting, professional relationships with staff grounded in confidentiality, respect, and growth.

Documentation & Accountability

• Maintain records related to coaching cycles, professional learning activities, and instructional support as required.
• Prepare brief summaries or reports related to instructional initiatives and professional learning outcomes.

Other Responsibilities

• Perform other related duties as assigned, consistent with the role of instructional coaching.

Recommended Minimum Qualifications:

• Massachusetts professional educator licensure required; advanced degree preferred.
• Minimum of five years of successful classroom teaching experience at the secondary level. Experience in a leadership role is preferred.
• Demonstrated knowledge of effective instructional practices and adult learning theory.
• Experience supporting diverse learners, including English learners and students with disabilities.

Skills and Abilities:

Skills: Proven ability to work cooperatively and effectively with colleagues, including the ability to create and nurture a professional community of adult learners. Strong interpersonal, facilitation, and collaboration skills. Demonstrated leadership qualities and strong interpersonal skills, including giving and receiving constructive feedback. Proven ability in using student-level data to guide instructional decisions. Demonstrated teacher leadership. Strong pedagogical knowledge and content expertise.

Culturally Proficient leadership skills including visioning, active listening, coaching, facilitation, and use of data for decision making. Effectively communicates with staff, students, parents, and the school community. Understands and accepts a high level of accountability and responsibility.

Demonstrated success in the formulation of goals and the carrying out of policies, objectives, and programs in prescribed areas. Effective communication skills working with adolescents. Effective verbal and written communication skills. Good computer skills, including Microsoft Office, etc.

Ability: Able to demonstrate a working knowledge and use of instructional strategies for working with the diverse needs of students in multiple content areas Establishes and maintains clear communication and cooperative working relationships with a variety of educators and groups. .Ability to recognize when and how to be directive. Ability to organize multiple tasks and conflicting time constraints. Ability to prioritize resources for continuous improvement. Ability to communicate effectively, both orally and in writing. Ability to communicate effectively and work collaboratively with community and parent groups and with peer administrators. Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

Physical Requirements:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

This position is frequently required to sit, communicate, or hear; occasionally required to walk, must be able to handle, or feel objects, tools, or controls; and reach with hands and arms. The employee must occasionally lift and/or move objects weighing up to 10 pounds. Vision and hearing at or correctable to normal ranges. This position requires the ability to operate a keyboard.

Supervision:

Supervision Scope: Performs advanced duties in accordance with protocol and standard operating procedures. This role requires extensive knowledge of curriculum and instruction of secondary school students.

Supervision Received: Works under the direct supervision of the Academic and Vocational Directors.

Job Environment:

Work is performed under typical office/school conditions; the environment is moderately noisy. Operates a computer, calculator, telephone, copier, facsimile machine, and other standard office equipment. Interacts with other school staff, teachers, students, parents, and vendors. Has access to school-related confidential and/or sensitive information including student records, financial records, the disclosure of which would cause a significant breach of trust and seriously damage the reputation of the school.

Errors in judgment could result in hardship to the students and the school, lower standards of service to the community, monetary loss or legal repercussions and possible negative public relations for both.

(This job description does not constitute an employment agreement between the employers and is subject to change by the employer as the needs of the employer and requirements of the job change.)

Mission and Values. The mission of the Greater New Bedford Regional Vocational Technical School District is to provide education that is rigorous, relevant, and meaningful to each student in a safe and supportive environment, resulting in academic, career and technical excellence. This experience encourages lifelong learning, fosters mutual respect, and instills social responsibility, respect for diversity, equity, inclusion and responsible citizenship. Our core values are preparation, passion, and perseverance. For information about Greater New Bedford Regional Vocational Technical School District please visit our website at gnbvt.edu

The Greater New Bedford Regional Vocational Technical School District is an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, genetics, protected veteran status, gender identify or expression, or any other characteristic protected by law.

The Greater New Bedford Regional Vocational Technical School District does not discriminate on the basis of race, color, national origin, sex, disability, religion, sexual orientation, gender identity, age, homelessness, immigration or veteran status in its education programs and activities, including admission to or employment in such programs or activities.