K3 Instructional Coach

United Community Center; Milwaukee (WI); On-site; USD 45,000 - 86,000; Full time

Job summary

The United Community Center is seeking a K3 Instructional Coach to enhance student achievement by building teacher capacity and facilitating data-driven instruction. This entry-level full-time position emphasizes collaboration, instructional excellence, and ongoing professional development, aiming to improve educational outcomes for students in Milwaukee.

Benefits

Professional development opportunities

Collaborative working environment

Supportive administration

Qualifications

• Bachelor’s degree in early childhood required.
• At least 5 years of successful teaching experience.
• Demonstrated expertise in leadership and communication.

Responsibilities

• Model effective instructional techniques and data collection.
• Support teacher development using CCSS curriculum.
• Communicate effectively with all stakeholders.

Skills

Leadership

Communication

Data Analysis

Instructional Strategies

Collaboration

Education

Bachelor’s degree in early childhood

Tools

Google applications

Excel

Word

Job description

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POSITION SUMMARY:

The Instructional Coach is a critical lever in improving student achievement. The role of the coach is to build teacher capacity, and their understanding of instructional practices as related to standards-aligned instruction and Data-Driven Instruction. An instructional coach is a learner who models continuous improvement, lifelong learning, and goes above and beyond to ensure student success. All instructional coaches work collaboratively as a team with building administrators and instructional leadership staff. Instructional coaches will promote reflection, provide guidance and structure where needed, and focus on strengths, collaboration, and common issues of concern. They are responsible for ensuring high-quality instruction in classrooms through modeling, co-planning, co-teaching, and providing feedback to teachers. The instructional coach will demonstrate and model a passion for urban education reform and leadership. This is not a supervisory position and does not include evaluation of colleagues. UCC School Staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.

Essential Duties And Responsibilities

Roles and responsibilities of this position include, but are not limited to:

• Provide modeling of effective instructional techniques and data collection/analysis within PD sessions, co-teaching, staff meetings, and 1:1 conversation with teaching staff.
• Support the instructional development of all teachers in understanding the CCSS curriculum and varied assessments, the Framework for Teaching, and data analysis.
• Build strong relationships with teachers, administrators, and other coaches.
• Provide direction and coordination for how the curriculum is taught, consistent with District initiatives and recognized best instructional practices.
• Create an articulated schedule with the building administration.
• Assist teachers in understanding the United Community Center’s mission and core values.
• Provide technical support to collaborative teams within buildings.
• Support the onboarding of newly hired staff by providing information on school expectations, lesson plan preparation, professional culture, and curriculum and instructional practices.
• Recommend professional resources, tools, and materials to teachers that will support and enhance classroom instruction and planning.
• Support teachers and administrators in using data to improve instruction on all levels.
• Support with data and assessment coordination (coordination of standardized testing, data discussions with teams, compiling and analyzing data for school leadership and staff)
• Assist teachers with intentional planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students.
• Support teachers by helping with share multiple instructional strategies/processes with teachers during planning times.
• Informally observe (non-evaluative) lessons and provide feedback for a teacher’s professional growth and students’ success.
• Develop staff members’ knowledge, skills, attitudes, and behaviors through a variety of professional development targeted topics and designs.
• Develop coaching plans for teachers to ensure student improvement.
• Utilize Adult Learning Theory to motivate adult learners to improve professional practice.
• Contribute to the development systems and structures to improve teacher practice within schools.
• Provide job-embedded informal professional learning beyond the coaching responsibility.
• Submit a weekly coaching log and any pertinent data requests/coaching documentation to the building principal.
• Attend summer training sessions and any professional development identified by building and/or district administration.
• Discuss set weekly instructional goals by building administrators for teachers and assist in designing an observation schedule to provide feedback on teachers’ progress in meeting those goals;
• Oversee curriculum development and student assessment-related systems;
• Support special education and ELL inclusion program, monitor the effectiveness of inclusion, and provide feedback and support to create a high-quality inclusion program;
• Develop and lead instructional professional development
• Monitor academic progress of students throughout the year
• Engage in weekly PLC meetings with grade levels and/or subject area teams as determined by the building principal.
  
  

Description

POSITION SUMMARY:

The Instructional Coach is a critical lever in improving student achievement. The role of the coach is to build teacher capacity, and their understanding of instructional practices as related to standards-aligned instruction and Data-Driven Instruction. An instructional coach is a learner who models continuous improvement, lifelong learning, and goes above and beyond to ensure student success. All instructional coaches work collaboratively as a team with building administrators and instructional leadership staff. Instructional coaches will promote reflection, provide guidance and structure where needed, and focus on strengths, collaboration, and common issues of concern. They are responsible for ensuring high-quality instruction in classrooms through modeling, co-planning, co-teaching, and providing feedback to teachers. The instructional coach will demonstrate and model a passion for urban education reform and leadership. This is not a supervisory position and does not include evaluation of colleagues. UCC School Staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.

Essential Duties And Responsibilities

Roles and responsibilities of this position include, but are not limited to:

• Provide modeling of effective instructional techniques and data collection/analysis within PD sessions, co-teaching, staff meetings, and 1:1 conversation with teaching staff.
• Support the instructional development of all teachers in understanding the CCSS curriculum and varied assessments, the Framework for Teaching, and data analysis.
• Build strong relationships with teachers, administrators, and other coaches.
• Provide direction and coordination for how the curriculum is taught, consistent with District initiatives and recognized best instructional practices.
• Create an articulated schedule with the building administration.
• Assist teachers in understanding the United Community Center’s mission and core values.
• Provide technical support to collaborative teams within buildings.
• Support the onboarding of newly hired staff by providing information on school expectations, lesson plan preparation, professional culture, and curriculum and instructional practices.
• Recommend professional resources, tools, and materials to teachers that will support and enhance classroom instruction and planning.
• Support teachers and administrators in using data to improve instruction on all levels.
• Support with data and assessment coordination (coordination of standardized testing, data discussions with teams, compiling and analyzing data for school leadership and staff)
• Assist teachers with intentional planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students.
• Support teachers by helping with share multiple instructional strategies/processes with teachers during planning times.
• Informally observe (non-evaluative) lessons and provide feedback for a teacher’s professional growth and students’ success.
• Develop staff members’ knowledge, skills, attitudes, and behaviors through a variety of professional development targeted topics and designs.
• Develop coaching plans for teachers to ensure student improvement.
• Utilize Adult Learning Theory to motivate adult learners to improve professional practice.
• Contribute to the development systems and structures to improve teacher practice within schools.
• Provide job-embedded informal professional learning beyond the coaching responsibility.
• Submit a weekly coaching log and any pertinent data requests/coaching documentation to the building principal.
• Attend summer training sessions and any professional development identified by building and/or district administration.
• Discuss set weekly instructional goals by building administrators for teachers and assist in designing an observation schedule to provide feedback on teachers’ progress in meeting those goals;
• Oversee curriculum development and student assessment-related systems;
• Support special education and ELL inclusion program, monitor the effectiveness of inclusion, and provide feedback and support to create a high-quality inclusion program;
• Develop and lead instructional professional development
• Monitor academic progress of students throughout the year
• Engage in weekly PLC meetings with grade levels and/or subject area teams as determined by the building principal.
  
  

TEAM MANAGEMENT AND LEADERSHIP:

• Develop and support a culture of reflective practice among teachers
• Effectively collaborate with school administrators, teachers, colleagues, families.
• Plan and support facilitation of professional development
• Develop positive interpersonal relationships among staff members
• Provide consistent and high academic and behavioral expectations for students
• Communicate effectively with school administrators, students, families, and colleagues
  
  

CURRICULUM AND ASSESSMENT DESIGN:

• Communicates effectively with building and district administrators.
• Facilitate weekly meetings to analyze student work, review information regarding classroom assessments, and plan for instruction
• Review teacher lesson plans and instructional practices regularly to ensure alignment with school goals and fidelity of implementation of school curriculum programs and practices.
• Ensure student mastery of state and school academic and behavioral standards;
• Design and implement assessments that measure progress towards academic standards;
• Use assessment data to refine curriculum and inform instructional practices;
• Provide feedback to building and district leadership on the development, implementation, and revision of curriculum maps
  
  

INSTRUCTION, PLANNING, & PREPARATION:

Support and coach teachers effectively …

• Develop standards-based, developmentally appropriate lesson plans in alignment with school curriculum and instructional expectations.
• Ensure classroom instruction is coherent and includes differentiated strategies and scaffolds for diverse learners.
• Outline clear instructional outcomes aligned to curriculum and grade-level expectations.
• Demonstrate deep knowledge of content and pedagogy, and expertise in assigned subject area/grade level.
• Integrate knowledge of students’ backgrounds, interests, and learning styles into planning.
• Administer, select, and prepare formative and summative assessments to monitor student learning.
• Deliver engaging, rigorous, and grade-appropriate instruction.
• Use questioning and discussion techniques that promote critical thinking and student voice.
• Differentiate instruction to meet the needs of all learners, including English language learners and students with IEPs.
  
  

Check for understanding and adjust instruction in real time based on student needs.

Curriculum Development & Implementation

Support and coach teachers effectively …

• Implement all school curriculum programs and instructional practices with fidelity, following guidelines of the school, district, and state.
• Plan and deliver effective lessons that facilitate active learning and accommodate different learning styles.
• Differentiate instruction to meet diverse academic needs, learning styles, and language proficiencies.
• Integrate technology and innovative teaching methods to enhance classroom learning experiences.
• Implement instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences.
• Identify, select, & modify instructional resources to meet the needs of learners with varied backgrounds, learning styles & special needs.
• Assist in discussing and assessing changing curricular needs and offering plans for improvement.
• Ensure that student growth and achievement are continuous, appropriate for the age group, and follow the curriculum’s scopes, sequences, and guidelines.
  
  

STUDENT ASSESSMENT:

Support and coach teachers effectively …

• Coordinate regular assessments to evaluate students’ progress and understanding of the curriculum.
• Collect and analyze student assessment data on an ongoing basis, and uses data to inform planning, groupings, and future instruction.
• Promote student ownership of learning through goal setting, self-assessment, and reflection.
• Identify learning challenges and develop strategies to support students with diverse needs.
• Assume responsibility for meeting student performance goals, IEP goals, etc.
• Demonstrates gains in student performance, achievement, and growth over time as a result of instructional coaching practices implemented with teachers.
• Supports the management and implementation of local, state, and national assessments as required by the school and grade level.
  
  

CLASSROOM MANAGEMENT:

Support and coach teachers effectively …

• Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process.
• Maintain a positive and inclusive classroom environment conducive to learning with clear expectations, routines, and procedures for student behavior.
• Implement consistent and effective classroom management strategies with classroom rules and behavior expectations, promoting respectful and responsible behavior.
• Use proactive, positive reinforcement strategies to encourage appropriate behavior.
• Recognize and celebrate student successes to build confidence and motivation.
• Effectively monitor and supervise students at all times.
• Maintains order of students and class in the classroom, cafeteria, hallways, playground, and across the school environment.
• Manage student behavior proactively and respectfully using positive behavior supports across the school environment.
• Maintain a well-organized, structured, inviting, and culturally responsive physical space.
  
  

Communication & Family Engagement

• Communicates effectively both orally and in writing, with students, teachers, administration, and other professionals on a regular basis using school-selected communication platforms.
• Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth.
• Models professional and ethical standards when dealing with students, parents, peers and community.
• Establishes and maintains cooperative working relationships with students, parents and other professionals.
• Share academic and behavioral updates in a clear, empathetic, and strengths-based manner.
• Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns.
• Participate and contribute to school events or family engagement opportunities.
  
  

PROFESSIONAL DEVELOPMENT:

• Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments.
• Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.
• Participates in all required training and meetings, as well as school and UCC training, and meetings.
• Reflect on teaching practices and seek opportunities for continuous improvement.
• Engage in professional learning communities and schoolwide initiatives.
• Uphold ethical practices and professional conduct.
• Collaborate with colleagues, support staff, and administration to support student success.
• Contribute to a positive school culture and shared leadership.
  
  

COLLABORATION & TEAMWORK:

• Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices.
• Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.
• Participate in data meetings and problem-solving sessions to identify student needs and recommend interventions.
• Support classroom behavior through modeling and coaching using proactive management strategies and, when appropriate, restorative practices.
  
  

RECORDS & DOCUMENTATION:

• Maintain accurate and up-to-date records of all instructional coaching activities, including meetings, observations, coaching cycles, and follow-up actions.
• Prepare detailed coaching notes and documentation in a timely manner, adhering to school and district policies and procedures.
• Plan and coordinate professional development sessions and training for teaching staff; ensure thorough preparation for school events, workshops, and functions.
• Ensure compliance with all school, district, state, and Head Start policies regarding child safety, mandated reporting, and confidentiality requirements.
  
  

Support Head Start Compliance Efforts, Including

• Assisting with the coordination and documentation of home visits and parent-teacher conferences.
• Supporting the preparation and timely completion of transition reports and other federally required documentation.
• Ensuring accurate recordkeeping aligned with Head Start Program Performance Standards and guidelines.
• Collaborate with educators to improve instructional practices through data-driven coaching strategies.
• Maintain a positive and professional relationship with staff, students, and families, respecting cultural and linguistic diversity.

• Certification in CLASS (Classroom Assessment Scoring System) as an Observer for designated age levels:
• Infant (birth – 18 months)
• Toddler (15 – 35 months)
• Pre-K (3 – 5 years)
• A CLASS-certified observer is qualified to collect valid and reliable data in live or video-recorded classes.
• Provide targeted feedback and support in areas of instructional growth, using data and observation to inform individualized coaching plans and improvement strategies.
• Plan, coordinate, and deliver professional development sessions for all teaching staff; assist with preparation for school events, trainings, and family engagement activities.
• Collaborate with educators to improve instructional practices, strengthen teacher-child interactions, and promote positive child outcomes.
• Use coaching cycles, observation tools, and reflective dialogue to foster teacher development in key domains of learning and teaching.
  

Intended Outcomes And Success Measures

• Improve student and teacher performance in targeted areas as identified.
• Increase in Professional Learning opportunities and participation of staff across the district.
• Notable change in teaching practices as a result of instructional coaching and support provided.
• Improve student academic achievement and growth as observed through MAP data, Forward data, Summative assessments, and EE data.
• Increase in teacher use of targeted strategies (measured through walkthroughs or observation data)
• Improved teacher evaluation ratings in instructional domains via EE evaluation.
• Teacher reflection logs or surveys indicate growth in practice
• Growth in formative and summative assessment scores as a result of improvements to instructional practices.
• Improvements in specific subgroups' performance (e.g., ELLs, students with IEPs)
• Evidence of instructional adjustments based on coaching recommendations
• Evidence of implementation of PD strategies in classroom practice
• Number of completed coaching cycles per quarter/semester
• Goal setting and progress tracking are documented for each teacher coached
• Teachers report high levels of trust, clarity, and value in coaching relationship (via survey or feedback)
• Teachers adjust instruction based on student data and coach feedback
  
  

Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.

Knowledge, Skills, And Abilities

• Demonstrates Basic computer knowledge, basic knowledge of email, Excel, Word, Google forms and other Google applications.
• Demonstrates leadership in the classroom.
• Demonstrates attention to detail and problem-solving skills
• Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds.
• Demonstrate the ability to adapt to any situation inside and outside the classroom.
• Demonstrates organizational skills for the classroom and school environment.
• Demonstrates effective verbal and written communication skills with students, families, school staff, and administration.
• Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.
• Demonstrates the ability to multitask and prioritize work.
• Demonstrates the ability to self- reflect and seek feedback to improve practices.
• Demonstrates a growth mindset committed to continuous learning, growth, and development.
• Demonstrates the ability to work as a team as well as independently.
• Demonstrates respect towards the students, parents, colleagues, and administrators.
• Demonstrates knowledge to work with students’ special needs and parents.
• Handle sensitive information in a confidential manner’
• Demonstrate the ability to listen to others and remain receptive to new ideas.
• Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.
• Demonstrate sustained effort and enthusiasm in the quality and quantity of work.
• Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.
• Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.
• Demonstrate the ability to follow and communicate effectively, both orally and in writing.
• Demonstrate motivation, initiative, flexibility, and the ability to work independently.
• Demonstrate excellent human relations and interpersonal skills.
• Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations.
  
  

COMPLIANCE AND POLICY ADHERENCE

• Ensure compliance with all Head Start Program Performance Standards, including child safety, documentation, supervision, and classroom quality standards.
• Adhere to all State Licensing regulations (DPI and DCF), including mandated ratios, health and safety protocols, and staff training requirements.
• Support and uphold Young Star quality standards by implementing developmentally appropriate practices, continuous quality improvement, and family engagement.
• Maintain program quality in accordance with the National Accreditation Commission (NAC) criteria, including curriculum implementation, assessments, and teacher-child interactions.
• Follow the guidelines and expectations outlined in the Early Learning Staff Handbook, including attendance, communication, professional conduct, and daily responsibilities.
• Comply with all UCC Personnel Policies, including confidentiality, workplace expectations, and team collaboration.
• Participate in required professional development and training hours to meet federal, state, and accreditation requirements.
• Ensure active supervision of children at all times, as required by Head Start, licensing, United Community, and NAC guidelines.
• Accurately complete and submit required documentation (e.g., lesson plans, child observations, incident reports) in a timely manner.
• Demonstrate cultural competency and uphold program values of equity, inclusion, and respect in all interactions with children, families, and colleagues.
• Check and respond to emails to ensure timely communication with supervisors, team members, and families, in alignment with agency expectations and professional responsibilities.
  
  

Qualifications

• Bachelor’s degree in early childhood .
• At least 5 years of successful teaching experience is required.
• Must have strong leadership and communication skills.
• Record of impacting student achievement and working successfully with students with the greatest needs.
• Proven ability to work cooperatively and effectively with colleagues, including creating and nurturing a professional community of adult learners.
• Demonstrated leadership and strong interpersonal skills, including giving and receiving constructive feedback.
• Proven ability to use student-level data to guide instructional decisions.
• Understanding and experience with NWEA and WI State assessments, preparation, implementation, and coordination.
• Demonstrated Teacher Leadership.
• Strong pedagogical knowledge and content expertise.
• Demonstrated expertise in oral and written communication , which includes the capability to be supportive, yet candid with teachers and administrators.
• Strong interpersonal skills.
• Exhibits an awareness of current educational research and can speak to instructional strategies that enhance student learning.
• The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated.
• Must display effective multitasking and time management skills.
• Must have a valid driver’s license and reliable transportation.
  
  

PHYSICAL REQUIREMENTS:

• Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods.
• Visual and auditory acuity to supervise students and respond to classroom needs.
• Ability to exert up to 40 pounds, force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.
• Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).
• Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing).
• May require extended screen time for lesson planning, grading, or communication, and to work frequently at close visual range
• Ability to receive and respond to oral communication.
  
  

WORKING CONDITIONS:

• Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).
• May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)
• Frequent contact with students, parents/guardians, support staff, and school administration.
• May involve occasional exposure to childhood illnesses, noise, and frequent interruptions.
• Must be able to manage multiple tasks in a dynamic, fast-paced educational setting.
• Work schedule generally follows the school calendar and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).
• Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or recess, working with computers and printers, light to moderate traffic, and human voice.
• May be required to operate a motor vehicle during duties.
• Reasonable accommodations may be made to help perform essential functions.
• UCC provides reasonable accommodation to qualified individuals with disabilities.

Seniority level

• Seniority level

  Entry level

Employment type

• Employment type

  Full-time

Job function

• Job function

  Education and Training

• Industries

  Non-profit Organizations

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