FT, Instructional Coach- DC

Design and Implement High-Impact Coaching Cycles

• Manage a caseload of up to 24 fellows across the coaching cycle, providing consistent coaching, feedback, and support
• Plan coaching in alignment with CTA’s scope and sequence, Accountable Teaching Practices (ATPs), and Teacher Practice Rubric (TPR)
• Ensure coherence between coaching, coursework, and partner-site priorities so fellows experience a connected and reinforced learning arc
• Manage the scheduling and logistics of coaching activities
• Examine instructional standards, school-based curriculum, and instructional materials prior to coaching sessions
• Use prior data, goals, and feedback to inform planning for coaching sessions
• Facilitate structured coaching cycles including goal-setting, co-planning, observation, feedback, and reflection
• Differentiate coaching based on fellows’ developmental stage, data, and individual needs
• Select and implement high-leverage coaching strategies
• Use feedback to build reflective practice, shift thinking, strengthen decision-making, and develop independence

Analyze Data and Maintain Coaching Records

• Collect and analyze multiple sources of evidence to identify instructional priorities (i.e., observations, student data, fellow reflections, partner input)
• Document all coaching activities in accordance with CTA timelines and requirements
• Utilize the Urban Assembly technology platform to review and analyze teacher practice
• Utilize SchoolMint Grow to provide timely, specific, evidence-based written feedback aligned to instructional goals
• Identify instructional priorities based on patterns and trends

Establish and Maintain Culturally Responsive and Trust-Based Coaching Climate

• Establish psychologically safe, identity-affirming coaching environments
• Communicate consistently, clearly, and professionally with fellows and partners
• Follow through on commitments and maintain reliable coaching structures
• Collaborate with mentor teachers and school leaders to support fellow success
• Apply asset-based, culturally responsive, and anti-racist coaching practices
• Interrupt deficit-based narratives and maintain high expectations for all fellows
• Reflect on personal identity and bias to inform coaching decisions

Design and Facilitate Professional Learning for Fellows

• Incorporate research, data, and best practices to design professional learning aligned to CTA priorities and fellow needs
• Facilitate professional development for fellows, including regional professional learning days
• Collaborate with colleagues to strengthen program coherence and fellow experience

Support Consulting and Represent CTA Externally

• Serve as a professional representative of CTA’s mission, coaching model, and values in all interactions
• Contribute to consulting or partnership work when applicable
• Support the design and/or facilitation of professional learning for external partners

• Contribute to CTA’s visibility, credibility, and impact as a coaching organization

Contribute to Service, Systems, and Organizational Priorities

• Participate in regional hiring processes for instructional coaches
• Contribute to the regional onboarding and development of new coaches
• Contribute to CTA workgroups, committees, and organizational initiatives
• Contribute to coaching calibration, team learning, and program improvement

Engage in Continuous Learning and Reflective Practice

• Engage in ongoing professional learning to strengthen coaching and instructional expertise
• Reflect regularly on coaching impact and seek feedback to improve effectiveness
• Demonstrate adaptability, humility, and a commitment to growth
• Contribute to innovation and continuous improvement of the coaching model
• Engage actively in CTA professional learning spaces and organizational initiatives

Uphold Professional Expectations and Commitments

• Execute coaching cycles consistently and in alignment with CTA timelines and scope and sequence
• Maintain accurate, complete, and timely documentation in approved instructional coaching technology platforms for all coaching activities in alignment with CTA expectations
• Meet all deadlines related to coaching cycles, documentation, and program expectations
• Communicate consistently and responsively with fellows, including timely follow-up on coaching, feedback, and scheduling next steps
• Attend and actively participate in regional site team meetings
• Attend and actively participate in monthly faculty and all-staff meetings
• Attend and actively participate in monthly PLCs
• Attend and actively participate in bi-monthly goal meetings and come prepared with required materials
• Demonstrate reliability, organization, and strong professional judgment in all aspects of the role

Qualifications:

• A graduate degree (M.A. or higher) in education or a related field
• Minimum of 5 years K-12 classroom experience
• Minimum of 2 years experience in an instructional coaching or school-based leadership role (e.g., instructional coach, school administrator, or similar role supporting teacher development)
• Experience in urban public education as a teacher, staff developer, instructional coach, and/or administrator
• Extensive content knowledge in mathematics, science, literacy and/or special education
• Demonstrated success in group facilitation and mentoring with a strong history of successfully developing early-stage teachers
• Experience in leading and facilitating professional learning for staff and colleagues preferred
• Demonstrated knowledge of evidence and research-based practices for high quality instructional coaching
• Excellent organizational and time management skills.
• Excellent written and verbal communication and interpersonal skills.
• Ability to work effectively with a diverse range of stakeholders.
• Commitment to City Teaching Alliance's mission and values.