Instructional Transformation Coach, K-8 (SY26-27)

To be considered for this position candidates must apply to the Instructional Transformation Coach Candidate Pool Posting SY26-27 and be screened through the Central Office screening process.

Orchard Gardens is a K-8 Pilot School nestled in the heart of Roxbury with a strong academic and arts focus and a continued commitment to growth as a Transformation School. We seek educators who bring expertise, innovation, and a collaborative spirit to improve outcomes for all students in the OGPS community. We are working to strengthen purposeful learning, student leadership, and inclusive classrooms grounded in meaningful relationships among students, staff, and families. Our PRIDE values - Perseverance, Respect, Integrity, Daring, and Excellence - guide our shared efforts to ensure every student is challenged, supported, and inspired to achieve.

Position Summary

Boston Public Schools seeks an exceptional Instructional Transformation Coach who is highly qualified and knowledgeable to support one of the Boston Public Schools in need of rapid and sustained transformation and join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter.

The Instructional Transformation Coach will report to the school leader and the Executive Director of Professional Learning and will provide direct coaching and support to their site-based principal, instructional leadership team, and individual teachers. The Instructional Transformation Coach will be expected to be at the school 80-90% of the time, focused on the quality of teaching and learning. The Instructional Transformation Coach will also dedicate 10-20% of their time to working on their own professional development and learning with role-alike colleagues from other district schools under the guidance of the Academics Division.

In BPS, teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as a teacher.

The district is committed to accelerating instructional change to ensure all BPS students are independent learners who are prepared to pursue their interests and become effective agents of change for themselves, their families, and their communities. The Instructional Transformation Coach will work with central office departments and the leadership at the school to provide school-level support to ensure that acceleration of academic achievement and opportunity occurs for every student in their school.

Reports to: Principal, Head of Schools, and Executive Director of Professional Development

Responsibilities

The Instructional Coach will provide professional support and technical assistance to teachers and monitor them to ensure the full implementation of the instructional focus and expectations.

Using district-adopted curriculum materials and pedagogical framework to set up effective classroom environments, assist in the following:

• planning effective lessons and unit planning aligned to curricular best practices • co-teaching and modeling lessons with teachers • providing in-class coaching and feedback, which may include videotaping and debriefing lessons • assisting in planning school-based professional development during and after school, including workshops, study groups, looking at student work and data sessions, and peer observations

Assist the principal in executing the schools balanced assessment system to achieve the schools improvement initiatives

Assist in the proper implementation of BPS mid- and end-of-year assessments, as well as the analysis and response to results by supporting the effective and responsible use of data to identify additional tier two and three supports for students and supporting educators to effectively provide tier two and three supports to students to meet individual needs, including reviewing assessment data on a regular and ongoing basis to determine early risk indicators and interventions necessary for improving student achievement

Maintain an up-to-date log of all activities in and out of classrooms, including activities, objectives, teachers worked with, outcomes, next steps, and timelines

Monitor individual teacher progress by designing and implementing a professional development arc of learning that strategically grows teacher quality and leadership, so that all students experience thoroughly planned units of study that broadens their understanding of the world around them

Monitor professional development activities and the consequent implementation of curriculum and instructional strategies by meeting with principals and other school supervisors

Participate in all professional development activities, including weekly meetings focused on implementation, coordination, problem-solving, and coaches professional development and additional training opportunities provided during the school year and, if possible, during the summer

Share lead responsibility for selected elements of the instructional focus, e.g., assessment development, data gathering and analysis, and professional development regarding selected instructional strategies

Support the establishment of strong tier-one instruction through the effective enactment of standards-aligned district-supported curricula and ongoing adjustments to practice based on evidence of student learning

Partner with school leadership and central office staff to lead staff in unpacking curricula through anti-bias screening tools, such as the 7 Forms of Bias

Providing leadership and professional development in instructional practices and coaching regarding support for English Language Learners and Special Needs Students

Work with the Principal and BPS in the evaluation, modification, and development of transformation and/or quality school plans and reports in partnership with the Department of Elementary and Secondary Education and BPS Transformation Office that demonstrates the instructional best practice and supporting data/artifacts that leads to higher student achievement and acceleration of student performance

Organize and lead events at the school with families and community members that promote BPS as a place where rigorous teaching and learning occurs

Perform additional responsibilities as requested by the Principal

Qualifications

• Required: • Hold a valid Massachusetts Teaching License in the appropriate content area • At least five (5) years of experience and demonstrated expertise as a teacher of relevant content and/or subjects with deep knowledge of curriculum, instruction, interventions, and assessments • Demonstrated history of success working with teachers and administrators to lead and support instructional change at schools through building strong classroom environments and positive school culture to close opportunity and achievement gaps in urban classrooms and schools by coaching and giving feedback to adults • Demonstrate capability to work collaboratively with a variety of stakeholders, such as school-based staff, district staff, families, youth, community members, and other essential partners, while prioritizing competing demands • Growth, problem-solving, and team-oriented mindset • Demonstrated cultural proficiency and ability to lead others in conversations of race and culture • Excellent analytical writing, editing, and verbal communication skills and strong organizational skills • Deep knowledge and understanding of and demonstrated ability to connect with the racial, linguistic, and ethnic backgrounds of students and families served • Current authorization to work in the United States - Candidates must have such authorization by their first day of employment

Qualifications - Preferred

• Hold an SEI endorsement or dual certification in ESL as well as special education licensure at the appropriate grade levels
• Experience working with students with disabilities in inclusive settings
• Masters degree in the appropriate field
• Demonstrated experience implementing rigorous standards-aligned inclusive, culturally, and linguistically sustaining instruction
• BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS official languages: Spanish, Creole, Cape Verdean Creole, Haitian, Chinese, Vietnamese, Portuguese, and Somali.

Terms

• BTU Group I plus additional compensation equal to 5% of the individuals annual base salary
• Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade Step.

Boston Public Schools in accordance with its nondiscrimination policies does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex, gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation or bias-based intimidation, threat, or harassment that demeans individuals dignity or interferes with their ability to work or learn.

If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.