Instructional Coaching

College Admissions Made Possible 2.0; Birmingham (AL); On-site; USD 60,000 - 85,000; Full time

Job summary

College Admissions Made Possible 2.0 is seeking an Instructional Coach to translate the Teacher Coaching Framework into practice for four to six middle school Math and ELA teachers, mainly in grades 7 and 8. You will lead weekly cycles, observe and feedback, and coordinate PLCs, assessments, and scaffolded instruction to raise student outcomes.

The role requires a bachelor's degree and valid certification, with coaching experience a plus.

Qualifications

• Bachelor’s degree required; valid teaching certification.
• At least three years of successful middle-grades Math or ELA teaching with evidence of student growth.
• Working knowledge of Alabama grade-level standards.
• Ability to unpack standards, write exemplars, and plan with student errors anticipated.
• Coaching or department-lead experience preferred.

Responsibilities

• Lead weekly cycles: observe 15–20 minutes per teacher, provide structured feedback.
• Maintain a 24-week coaching plan with SMART scaffolds.
• Prepare intellectual prep packets before units begin.
• Document observations with look-fors and evidence.
• Facilitate PLCs and data reviews with teachers.
• Ensure tutoring aligns with classroom standards.
• Deliver site visit notes and ILT reports.
• Protect prep time and model lessons as needed.
• Track benchmark data and next steps.
• Coordinate with CAMP lead coach for visits.
• Report trends to ILT with actionable steps.

Skills

Instructional coaching

Data-driven planning

PLC facilitation

Observation and feedback

Relationship building

Education

Bachelor's degree

Valid teaching certification

Tools

iReady

Job description

Job description and scope of work, aligned to the CAMP Teacher Coaching Framework.
Caseload: 4–6 Math and ELA teachers, weighted to grades 7 and 8 Serves on the Instructional Leadership Team; PLCs for assigned content

Reporting to On’Draya Morris, the Instructional Coach makes the Teacher Coaching Framework real week by week for four to six Math and ELA teachers, weighted toward grades 7 and 8. The central work of the role is intellectual prep: no lesson is taught in a coached classroom until the standard has been unpacked, the exemplar written, the productive struggle named, and the likely student errors anticipated with a teacher move planned for each. Everything else follows from that. Alongside it, the coach runs the weekly cycle — observing each teacher 15 to 20 minutes weekly and scripting what students say, write, and do; holding a 15-minute feedback conversation in the same week that names one management step and one rigor step rather than the biggest problem in the room; rehearsing the move before the teacher tries it live; and following up within seven days to look for it in student work. The coach protects prep time on the calendar, sits in it with teachers rather than assigning it, leads lesson internalization in PLCs, plans SMART scaffolds with removal dates that hold grade-level work within reach, brings real student papers and iReady data from baseline, mid-year, and end of year to every conversation, models and co-teaches according to the teacher’s stage of practice through gradual release of responsibility, keeps high-dosage tutoring tied to classroom priority standards across the 24-week plan, uses a shared set of look-fors as the common language of observation, and reports trends rather than anecdotes to the Instructional Leadership Team as grows, glows, and actions. The role requires a bachelor’s degree, valid certification, at least three years of successful middle-grades Math or ELA teaching with evidence of student growth, working knowledge of Alabama grade-level standards, demonstrated skill in intellectual prep — unpacking a standard and writing an exemplar before teaching it — and the ability to hold a high bar and a warm relationship at the same time; coaching or department-lead experience and familiarity with scaffolding design are preferred. Success is reviewed at mid-year and end of year against teacher progress on their named action steps, measurable iReady and classroom gains from baseline, faithful weekly delivery of the cycle for every teacher on the caseload, and one final question — are more students reaching grade-level standards than before.

Deliverables

• Weekly alignment meeting. A standing 30-minute meeting with On’Draya Morris covering caseload status, each teacher’s current action step, and any barrier that needs a leadership decision. Agenda and notes submitted the same day.
• Observation and Feedback Records. One completed record per teacher per week, naming the look-fors observed, the evidence collected, the action step assigned, and the follow-up date.
• Coaching cycle log. A running record of observation, feedback, practice, and follow-up dates for every teacher on the caseload, showing the cycle was actually delivered.
• Intellectual prep packet, per unit, per teacher. The standard unpacked into its parts, the exemplar written by hand, the productive struggle named and located in the lesson, anticipated student errors with the teacher move for each, and the exit ticket aligned to the exemplar — completed before the unit begins.
• Annotated lessons. Lessons marked as they will actually be taught: key questions, timing, and instructional moves noted, not just read.
• Weekly prep block, co-facilitated. A protected block per teacher or content team where prep is done together, with the exemplar produced in the room before anyone leaves.
• Scaffold plans with removal dates. For each priority standard, the scaffolds in use, who receives them, and the date each comes out.
• PLC student work analysis. A reteach decision from each PLC or data meeting, grounded in student papers compared to the exemplar.
• Benchmark data summaries. Baseline, mid-year, and end-of-year iReady and classroom data by teacher and by standard, with next-step recommendations.
• Tutoring alignment report. Monthly confirmation that high-dosage tutoring content matches classroom priority standards, with delivery and attendance against the 24-week plan.
• CAMP site visit alignment notes. Shared evidence and one agreed next step per teacher, developed with the CAMP lead coach during each visit.
• ILT report. Trends rather than anecdotes, delivered as grows, glows, and actions — verbally and in writing — at each ILT meeting.

The CAMP way

Every coach in this partnership works the CAMP way. It is how we carry ourselves in a building that is not our own, and teachers should be able to see it in us before we ever ask them to change anything.

Consistent The cycle happens every week, for every teacher, whether or not anyone is watching. Agile When the student work says the plan was wrong, the plan changes that day. Motivated We believe these students can reach the grade-level standard, and we act like it in every conversation. Prepared We rehearse the move ourselves before asking a teacher to try it, and we arrive with the student work in hand. ystematic approaches that are cohesive and replicable raise both student and teacher belief. The coach is how this school makes that system hold: intellectual prep for the bar, and SMART Scaffolding for the bridge.

College Admissions Made Possible 2.0 (CAMP) is an Equal Opportunity Employer
CAMP hires the most-qualified candidates without regard to any person’s race, color, sex,
gender, gender identity, gender expression, age, religion, ethnicity, sexual orientation, parental
status, marital status, military discharge status, or source of income.

90-Day Introductory/Probationary Period:
All newly hired CAMP employees will complete a 90-day introductory probationary period. During this period, the employee’s performance, attendance, reliability, professionalism, ability to collaborate, adherence to CAMP policies and procedures, and overall alignment with the expectations of the position will be evaluated. A formal evaluation will be conducted during or at the conclusion of the 90-day period to determine continued employment.