Elementary Instructional Coach

Role Overview

The Elementary Instructional Coach supports teachers and school leaders in strengthening instruction, implementing programs effectively, and evaluating student learning. This position is part of the school leadership team and focuses on ongoing, hands-on professional learning for staff. The coach also assists the principal with reviewing data and making professional development decisions. The overarching aim is to grow educator practice so that classroom instruction improves and student achievement rises for every learner.

Commitment to Workforce Diversity

Newington Public Schools seeks to hire, develop, and retain a workforce that reflects the racial, ethnic, and linguistic diversity of the community. The district values family and community engagement, culturally responsive organizational practices, a positive school climate, student-centered learning, a diverse staff of excellent educators, equitable access for students, and fiscal equity. Candidates who are committed to these values, who bring diverse perspectives, and who will actively contribute to continuous improvement for equity are especially encouraged.

Key Responsibilities

• Collaborate with staff to keep instructional practices aligned with district and school improvement priorities, including alignment of the math program with SRBI/MTSS frameworks and special education compliance.
• Lead Tier 1 and Tier 2 MTSS teams by guiding data-informed discussions that shape, track, and strengthen core instruction and targeted supports.
• Coach teams through an equity-centered lens by promoting culturally responsive practices, reducing barriers to access, and supporting equitable outcomes for students.
• Deliver structured and embedded professional learning that helps teachers deepen subject knowledge and apply effective instructional strategies.
• Collect, organize, and interpret student performance data, including cause-and-effect indicators, to support school-wide planning.
• Help teachers identify growth areas and set practical, data-backed professional goals.
• Work with teachers to create goals and implementation plans that respond to their most important instructional needs.
• Demonstrate high-leverage teaching practices and model intervention strategies with fidelity to research-based methods.
• Support teachers in changing instructional habits through coaching, reflection, and actionable feedback.
• Stay current on effective instructional approaches and report on the impact of interventions, teacher growth, and student outcomes.
• Serve as a bridge between administrators and curriculum leaders to support instructional planning and smooth grade-to-grade transitions.
• Help identify and promote the use of new materials, methods, and tools for instruction.
• Plan, implement, and evaluate professional development offerings for the district.
• Contribute to the selection and use of teaching materials, methodologies, textbooks, and equipment.
• Facilitate cross-curricular planning and information sharing to strengthen integrated learning.
• Support curriculum-related improvement planning and help define budgeting needs tied to program enhancements.
• Carry out other related duties as assigned.

Required Knowledge, Skills, and Abilities

• Ability to hold high expectations while showing respect, patience, compassion, honesty, and kindness.
• Strong classroom practice grounded in research-based instruction, curriculum design, the Common Core of Teaching, and the CT Framework for Evaluation and Support.
• Capacity to build trust, protect confidentiality, and effectively support, motivate, and collaborate with staff.
• Solid understanding of instructional systems, DDDM, SRBI/MTSS, and special education requirements.
• Excellent verbal, written, and interpersonal communication skills.
• Ability to organize and analyze data and work comfortably with word processing, database, and spreadsheet tools.
• Commitment to ongoing personal and professional growth.
• Knowledge of curriculum design and development principles.
• Awareness of district, state, and national educational goals and regulations related to instructional programs.
• Ability to work well with colleagues, learn new technologies, and adapt to changing tools and practices.

Working Conditions

• Daily use of video display terminals.
• Ability to hear and communicate effectively in environments with some background noise.
• Work requires concentration on detailed and complex tasks in a setting with frequent interruptions.
• Ability to stay focused on tasks for periods longer than 60 minutes.
• Need to remember multiple assignments over extended time periods.
• Ability to work independently with minimal supervision.

Minimum Qualifications

• At least 5 years of successful teaching experience.
• Connecticut certification is required.
• Preference will be given to candidates with math teaching experience and prior coaching experience.

Additional Notes

This summary is intended to describe the main duties and expectations of the role, but it does not include every possible task or responsibility.