Instructional Coach - Clements Jr. High School

SECONDARY INSTRUCTIONAL COACH � 11 MONTHS NB Clements Jr. High School

• Grades 8 & 9 POSITION INFORMATION Position Title Secondary Instructional Coach Position Classification Instructional Support Department Instruction Reports To Building Principal FLSA Status Exempt Employment Status Full-Time Work Calendar 11 Months Salary Scale Instructional Coach: Grade 7036; ($69,053 - $112,287
• Based on Years of Creditable Experience) Work Location NB Clements Jr. High School Supervises None Revision Date August 2026 POSITION SUMMARY The Secondary Instructional Coach provides instructional leadership, professional learning, and job-embedded coaching to strengthen teaching practices and improve student achievement. The Instructional Coach partners with teachers, administrators, and instructional staff to support the implementation of the Prince George County Public Schools curriculum, effective instructional practices, data-informed decision-making, differentiation, and the inclusion of all students in rigorous and engaging learning environments. The Instructional Coach serves as a collaborative partner and resource to teachers by facilitating professional learning; supporting lesson and unit planning; modeling effective instructional practices; engaging teachers in reflective practice; and assisting with the analysis of student performance data. The position promotes continuous improvement in teaching and learning while supporting the division's commitment to Engage, Encourage, and Inspire Every Child, Every Day . ESSENTIAL RESPONSIBILITIES The following duties are representative of the responsibilities associated with this position and are not intended to be an exhaustive list. Instructional Coaching and Support Provides individualized and small-group instructional coaching to teachers through a collaborative, non-evaluative coaching model focused on improving instructional practice and student outcomes. Supports teachers through co-planning, co-teaching, instructional modeling, demonstration lessons, classroom observations, feedback, and reflective conversations. Strengthens teachers' instructional knowledge and repertoire of research-based pedagogical strategies for delivering rigorous, standards-aligned instruction to all students. Assists teachers in designing engaging learning experiences that promote critical thinking, problem-solving, collaboration, communication, and active student participation. Supports teachers in differentiating instruction to meet the academic and developmental needs of diverse learners. Collaborates with general education, special education, and English Learner teachers to strengthen inclusive instructional practices and improve access to grade-level content. Supports teachers in creating classroom environments in which students are actively engaged, appropriately challenged, and provided meaningful opportunities to demonstrate learning. Assists teachers in identifying instructional strategies, resources, and interventions responsive to student needs. Curriculum and Instruction Facilitates the implementation of the PGCPS curriculum and supports alignment among the Virginia Standards of Learning, division curriculum, instructional practices, and assessment. Collaborates with teachers and administrators to promote consistent implementation of high-quality instructional practices across classrooms and content areas. Supports teachers in developing standards-aligned lessons, units, assessments, and instructional resources. Assists instructional teams with vertical and horizontal curriculum alignment. Promotes interdisciplinary instructional practices and opportunities for students to apply learning across content areas. Maintains current knowledge of evidence-based instructional practices, curriculum standards, assessment practices, and educational technology. Data Analysis and Continuous Improvement Facilitates the analysis and interpretation of formative, summative, benchmark, and other relevant student achievement data. Assists teachers and administrators in using multiple sources of data to identify student learning needs, instructional priorities, and areas for improvement. Supports teachers in establishing measurable student achievement and professional growth goals that are pedagogically sound and data-informed. Collaborates with instructional teams to design, implement, monitor, and evaluate interventions intended to improve student achievement. Works with teachers individually and in collaborative teams to analyze student work, evaluate instructional effectiveness, and adjust instruction based on evidence of student learning. Supports Professional Learning Communities and other collaborative structures focused on student learning and continuous improvement. Professional Learning and Collaboration Plans, organizes, facilitates, and evaluates professional learning aligned with school and division instructional priorities. Provides job-embedded professional learning responsive to identified teacher and student needs. Collaborates with school administrators, division instructional staff, department chairs, teacher leaders, and other instructional personnel to coordinate professional learning and instructional support. Communicates instructional initiatives, program goals, expectations, resources, and implementation strategies to appropriate personnel. Supports new teachers and teachers requiring additional instructional assistance through differentiated coaching and professional learning. Promotes a culture of collaboration, reflection, professional inquiry, and continuous growth. Participates in school and division meetings, professional learning opportunities, and instructional initiatives as assigned. Program Support and Documentation Maintains appropriate documentation of coaching activities, professional learning, instructional support, and progress toward established goals. Uses teacher input, student achievement information, and other relevant data to evaluate the effectiveness of coaching and professional learning activities. Assists school administration in identifying instructional needs and developing schoolwide strategies to address those needs. Supports the effective implementation of instructional technology, learning management systems, assessment platforms, and other division-approved digital resources. Maintains confidentiality and professional discretion regarding coaching relationships, student information, personnel matters, and other sensitive information. Performs other related duties as assigned to support the efficient and effective operation of the school and school division.

QUALIFICATIONS

Minimum Qualifications Holds a valid Virginia Postgraduate Professional License or equivalent professional teaching license recognized by the Virginia Department of Education. Minimum of five (5) years of successful teaching experience. Master's degree from an accredited college or university in Curriculum and Instruction, Education, School Administration, or a related field.

Demonstrated knowledge of curriculum development, instructional design, assessment, differentiation, and evidence-based instructional practices. Demonstrated ability to analyze student achievement data and use findings to inform instructional decisions. Demonstrated leadership qualities and interpersonal skills necessary to work effectively with administrators, teachers, instructional staff, and students.

Demonstrated ability to facilitate professional learning and work collaboratively with adult learners. Proficiency with instructional technology, productivity applications, learning management systems, student data systems, and assessment platforms used by the school division. Ability to communicate effectively orally and in writing.

Ability to organize, prioritize, and manage multiple responsibilities while working independently and collaboratively.

Preferred Qualifications

Virginia endorsement in Administration and Supervision PreK-12. Previous experience as an instructional coach, teacher leader, department chair, curriculum specialist, or similar instructional leadership position. Experience facilitating Professional Learning Communities, professional development, curriculum development, or school improvement initiatives.

Experience supporting instruction across multiple secondary content areas. KNOWLEDGE, SKILLS, AND ABILITIES The Secondary Instructional Coach should demonstrate: Comprehensive knowledge of effective secondary instructional practices and principles of teaching and learning. Knowledge of Virginia's academic standards, curriculum frameworks, assessment systems, and accountability requirements.

Knowledge of curriculum development, instructional planning, assessment, differentiation, intervention, and enrichment. Knowledge of adult learning theory and effective instructional coaching practices. Knowledge of inclusive instructional practices and strategies for supporting students with diverse learning needs. Skill in analyzing and interpreting quantitative and qualitative student achievement data.

Skill in facilitating professional learning, collaborative planning, and reflective instructional conversations. Ability to establish trusting and productive professional relationships with teachers, administrators, and other staff. Ability to provide constructive, actionable feedback while maintaining the collaborative and supportive nature of the coaching relationship.

Ability to model effective instructional practices and support teachers in transferring professional learning into classroom practice. Ability to communicate complex instructional concepts clearly and effectively. Ability to maintain confidentiality and exercise sound professional judgment. Ability to use technology effectively for instruction, assessment, communication, collaboration, data analysis, and professional learning.

Ability to adapt coaching and professional learning approaches based on individual teacher needs, school priorities, and student achievement data. Ability to work independently while functioning effectively as a member of school and division instructional teams. PHYSICAL REQUIREMENTS The physical demands described are representative of those required to successfully perform the essential functions of this position.

Regularly required to communicate verbally and electronically with staff, students, administrators, and other stakeholders. Frequently required to sit, stand, walk, bend, reach, and move throughout classrooms, offices, and school facilities. Requires sufficient mobility to observe instruction and provide coaching support in classrooms and other instructional settings.

Requires sufficient visual and auditory ability to observe classroom instruction, review instructional materials and student data, and operate technology. Requires regular use of computers, interactive displays, audiovisual equipment, and other instructional technology. May occasionally require lifting, carrying, pushing, or moving instructional materials and equipment weighing up to approximately 25 pounds.

Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions of the position. WORK ENVIRONMENT Work is performed primarily in a public school environment, including classrooms, offices, meeting spaces, and other instructional settings. The position requires frequent interaction with administrators, teachers, students, and other school and division personnel.

The employee may be required to travel between school division locations and attend meetings, professional learning activities, or division events. The position requires flexibility in scheduling to accommodate instructional observations, coaching sessions, collaborative planning, meetings, and professional learning activities.

The work environment may involve moderate noise levels, frequent interruptions, competing priorities, and regular movement throughout the school facility. TERMS OF EMPLOYMENT Eleven-month position. Salary and work calendar are established annually by the Prince George County School Board.

Compensation

is based on the approved teacher salary scale and applicable years of creditable experience. Employment is subject to all applicable Prince George County School Board policies and regulations, the terms of the employee's contract, and applicable federal and state laws and regulations. EVALUATION Performance of this position will be evaluated in accordance with Prince George County School Board policies and procedures governing the evaluation of personnel and other applicable division expectations.

EQUAL EMPLOYMENT OPPORTUNITY Prince George County Public Schools is an Equal Opportunity Employer and does not discriminate in employment on the basis of race, color, religion, national origin, sex, pregnancy, childbirth or related medical conditions, age, marital status, disability, sexual orientation, gender identity, military status, or any other characteristic protected by applicable federal or Virginia law.

Employment decisions are based on qualifications, merit, performance, and the operational needs of the school division. AMERICANS WITH DISABILITIES ACT (ADA) Prince George County Public Schools is committed to complying with the Americans with Disabilities Act and other applicable laws regarding individuals with disabilities.

Reasonable accommodations may be provided to qualified individuals with disabilities to enable them to perform the essential functions of the position, unless doing so would impose an undue hardship on the school division. DISCLAIMER This job description is intended to describe the general nature and level of work performed by employees assigned to this position.

It is not intended to represent an exhaustive list of all duties, responsibilities, qualifications, or working conditions associated with the position. Prince George County Public Schools reserves the right to modify, revise, or otherwise change the duties and responsibilities of this position and to assign additional duties as necessary to meet the operational needs of the school division.