Position Summary:

The Secondary Instructional Coach partners with teachers and teams to strengthen instructional practice and student learning across Grades 6-12. Guided by ASD’s mission, vision, and Strategic Framework, the Coach supports high-quality curriculum implementation, evidence-informed instruction, and shared pedagogical practices. Working collaboratively with school leadership, the Secondary Curriculum Coordinator, and faculty, the Coach builds collective capacity for continuous improvement in teaching and learning.

Through coaching cycles, collaborative inquiry, and professional learning, the Coach supports teachers in designing inclusive, engaging learning experiences that respond to diverse learner needs. This is a non-supervisory, non-evaluative role grounded in professional trust, partnership, and reflection.

The Secondary Instructional Coach will prioritize, promote and safeguard the welfare of all ASD students and show commitment to the principles of diversity, equity, inclusion, and social justice.

Essential Duties and Responsibilities:

Instructional Coaching, Curriculum, and Assessment

1. Instructional Coaching: Facilitate individual and team coaching cycles using ASD’s coaching model, including co-planning, modeling, co-teaching, observation, feedback, and reflection.
2. Strategic Leadership Collaboration: Partner with divisional leadership, the Elementary Curriculum Coordinator, and other Instructional Coaches to advance shared teaching and learning priorities.
3. Instructional Design and UDL: Support teachers in applying Universal Design for Learning (UDL) and evidence-informed instructional practices to strengthen access, engagement, and student learning.
4. Curriculum Implementation: Collaborate with the Elementary Curriculum Coordinator and teacher teams to support the development, implementation, and refinement of curriculum using Understanding by Design (UbD).
5. Assessment, Data & MTSS: Facilitate data dialogues with teachers and PLCs to analyze student learning evidence, inform instructional decisions, and strengthen Tier 1 instruction and responsive practices within ASD’s MTSS framework.
6. Curriculum Documentation: Support teachers in using Atlas to document and refine curriculum through collaborative planning and reflection.

Professional Learning & Capacity Building

1. Professional Learning Design: Design and facilitate professional learning aligned with instructional priorities and teacher needs, including PL days, faculty meetings, targeted sessions, and opportunities to learn from external consultants.
2. New Faculty Onboarding: Collaborate with the Elementary Curriculum Coordinator and divisional leadership to support new faculty through curriculum orientation, instructional frameworks, and coaching.
3. Team and Leadership Support: Partner with Team Leaders to strengthen PLCs, collaborative planning, instructional practices, and teacher leadership capacity.

Required Qualifications:

1. Master’s degree in Education, Curriculum and Instruction, or a related field.
2. Minimum of five years of successful secondary classroom teaching experience.
3. Demonstrated experience as an Instructional Coach, including facilitating coaching cycles and supporting adult professional learning.
4. Strong understanding of UDL, UbD, MTSS, formative assessment, and evidence-informed instructional practices.
5. Experience facilitating PLCs and using student learning evidence to inform instructional improvement.
6. Knowledge of standards-based curriculum and assessment and experience supporting collaborative unit planning.
7. Strong communication, collaboration, facilitation, and organizational skills, with the ability to establish trusting professional relationships.

Preferred Skills & Experience:

1. Training in instructional coaching or collaborative facilitation methodologies, such as Cognitive Coaching or Adaptive Schools.
2. Experience facilitating collaborative inquiry and professional learning.
3. Experience supporting Tier 1 instruction and academic MTSS in collaboration with student support specialists.
4. Familiarity with international school contexts and multilingual learners.
5. Experience using curriculum documentation systems, such as Atlas, and educational technology to support teaching and learning.