Instructional Coach (Secondary Focus) - anticipated

Sylvania; Greenville (MI); On-site; USD 46,483 - 97,543; Full time

Benefits offered by this job

Medical insurance

Vision insurance

Dental insurance

LTD

Life insurance

Job summary

Greenville Public Schools seeks an Instructional Coach (Secondary Focus) to partner with teachers and administrators in strengthening MTSS implementation and instructional practices. This anticipated vacancy requires collaboration across teams, modeling strategies, and data-driven decision making to support student achievement and well-being.

The role emphasizes professional learning leadership, co-planning and co-teaching, and coordinating Tier 2/3 interventions to ensure comprehensive support

Qualifications

• Demonstrated expertise in instructional practices, curriculum development, and assessment.
• Knowledge of MTSS frameworks, intervention systems, and data-based decision making.
• Experience facilitating professional learning and coaching adult learners.
• Strong understanding of adolescent development and secondary students.
• Knowledge of college and career readiness practices and graduation requirements.
• Commitment to equitable educational opportunities and continuous improvement.
• Satisfactory background check.

Responsibilities

• Collaborate with teachers to improve instructional practices and student achievement through coaching, modeling, observation, and feedback.
• Support the implementation of district curriculum, instructional frameworks, and evidence-based instructional practices across content areas.
• Facilitate professional learning opportunities focused on instructional effectiveness, student engagement, differentiation, assessment practices, and classroom management.
• Model instructional strategies and support teachers through co-planning and co-teaching opportunities.
• Support instructional practices that promote college, career, and postsecondary readiness.
• Foster reflective practice and continuous professional growth among staff.
• Provide leadership and support for the implementation and continuous improvement of the district's secondary MTSS framework.
• Coordinate Tier 2 and Tier 3 intervention systems and monitor implementation fidelity.
• Collaborate with counselors, interventionists, special education staff, behavior support personnel, and administrators to ensure comprehensive student support.
• Analyze achievement, attendance, behavior, graduation, and other student outcome data to identify trends and areas for improvement.
• Support teachers and teams in establishing measurable goals and monitoring student progress.
• Collaborate with students, families, and staff to develop support plans that address academic, behavioral, attendance, and engagement concerns.
• Serve as a resource for teachers, administrators, and support staff regarding instructional best practices and MTSS facilitation and fidelity.
• Participate in school improvement planning and implementation activities.
• Promote a culture of high expectation, collaboration, and continuous improvement.
• Support to successfully implement the Literacy and Dyslexia Law, including the expanded PA 146 Coaching model when released by the MDE
• Commitment to regular and predictable attendance
• Adherence to Greenville Public Schools core values: integrity, collaboration, compassion, and responsibility

Skills

Instructional practices

Curriculum development

Assessment

MTSS frameworks

Data-based decision making

Professional learning

Adult coaching

Adolescent development

College and career readiness

Equitable education

Education

Bachelor’s degree from accredited college or university

Job description

Title: Instructional Coach (Secondary Focus) - anticipated vacancy

Location: Central Services Facility

Classification: Greenville Education Association Master Agreement 2024 - 2027

Reports to: Principal

Schedule: 1.0 FTE

Salary: $46,483 - $97,543 per year, based upon relevant prior work experience and education

Benefits: Comprehensive benefits package including medical, vision, dental, LTD, and life

POSITION SUMMARY

The Secondary Instructional Coach supports the continuous improvement of teaching and learning by partnering with teachers, interventionists, and administrators to implement evidence-based instructional practices and Multi-Tiered Systems of Support (MTSS). This position provides job-embedded coaching, facilitates data-driven decision making, coordinates intervention systems, and supports staff in meeting the academic, behavioral, and social-emotional needs of all students.

DUTIES AND RESPONSIBILITIES

Other duties may be assigned.

• Collaborate with teachers to improve instructional practices and student achievement through coaching, modeling, observation, and feedback
• Support the implementation of district curriculum, instructional frameworks, and evidence-based instructional practices across content areas
• Facilitate professional learning opportunities focused on instructional effectiveness, student engagement, differentiation, assessment practices, and classroom management
• Model instructional strategies and support teachers through co-planning and co-teaching opportunities
• Support instructional practices that promote college, career, and postsecondary readiness
• Foster reflective practice and continuous professional growth among staff
• Provide leadership and support for the implementation and continuous improvement of the district's secondary MTSS framework
• Coordinate Tier 2 and Tier 3 intervention systems and monitor implementation fidelity
• Collaborate with counselors, interventionists, special education staff, behavior support personnel, and administrators to ensure comprehensive student support
• Analyze achievement, attendance, behavior, graduation, and other student outcome data to identify trends and areas for improvement
• Support teachers and teams in establishing measurable goals and monitoring student progress
• Collaborate with students, families, and staff to develop support plans that address academic, behavioral, attendance, and engagement concerns
• Serve as a resource for teachers, administrators, and support staff regarding instructional best practices and MTSS facilitation and fidelity
• Participate in school improvement planning and implementation activities
• Promote a culture of high expectation, collaboration, and continuous improvement
• Support to successfully implement the Literacy and Dyslexia Law, including the expanded PA 146 Coaching model when released by the MDE
• Commitment to regular and predictable attendance
• Adherence to Greenville Public Schools core values: integrity, collaboration, compassion, and responsibility

QUALIFICATION REQUIREMENTS

• Demonstrated expertise in instructional practices, curriculum development, and assessment
• Knowledge of MTSS frameworks, intervention systems, and data-based decision making
• Experience facilitating professional learning and coaching adult learners
• Strong understanding of adolescent development and the unique needs of secondary students
• Knowledge of college and career readiness practices, graduation requirements, and secondary intervention systems
• Commitment to equitable educational opportunities and continuous improvement
• Satisfactory background check

EDUCATION AND EXPERIENCE

• Bachelor’s degree from accredited college or university
• At least five years of successful classroom teaching experience preferred

LICENSES, REGISTRATIONS, AND CERTIFICATIONS

• Valid Michigan teaching certificate

PHYSICAL DEMANDS

The employee is regularly required to sit, stand, and walk for extended periods of time. The employee will frequently bend or twist at the neck and trunk. Employees will occasionally kneel, squat, and stoop while interacting with students. Employees will use their hands to handle, control, grasp, move, and feel documents and office equipment. The employee is occasionally required to reach above head and shoulder level. Occasionally required to carry, lift, and move up to 25 pounds and provide proper crisis intervention as needed. In‑person work is required.

OTHER SKILLS AND ABILITIES

• Communication: The employee must have clear speaking and sufficient hearing to communicate effectively and appropriately in person and on the telephone. Ability to write business correspondence in a professional manner. Ability to present information to small and large groups.
• Reasoning: Ability to apply common sense understanding to solve practical problems and deal with a variety of concrete variables. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Ability to use good judgment in making decisions.
• Interpersonal: Maintain and encourage a safe environment for all students, staff, and the community. Effective organizational skills. Ability to work without direct supervision. Ability to be flexible in dealing with staff, students, parents, and the community. Demonstrates reliability, punctuality, dependability, honesty, and self‑motivation while performing the duties of the position. Exhibits a positive image as a representative of the school district.
• Mathematics: Ability to perform basic math computations including addition, subtraction, multiplication, and division, using whole numbers, common fractions, and decimals.
• Environmental: The noise level in the work environment is usually moderate to loud. The employee is exposed to infections at a greater risk than the average person. The employee must be able to work under fluorescent lighting. The employee may be required to be outdoors for a short period of time, and is therefore subject to varying weather conditions.

The above is intended to describe the general content of and requirements for the performance of this position. It is not to be construed as an exhaustive statement of duties, responsibilities, or requirements. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The Greenville Public Schools Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation or gender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category, (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.