Montessori Implementation Coach

City Garden Montessori School; St. Louis (MO); On-site; USD 65,000 - 90,000; Full time

Job summary

City Garden Montessori School seeks a Montessori Implementation Coach to strengthen instructional practice and Montessori implementation through coaching, modeling, and feedback. The MIC manages a coaching caseload, observes classrooms, and collaborates with Curriculum and Instruction Team and CGMI:TEP to enhance educator growth and student outcomes.

This full-time, salaried, 12-month role supports CGMI:TEP coursework, residency, and professional development, with opportunities to guide adult

Qualifications

• Bachelor’s degree required.
• MACTE Montessori Educator Credential (Elementary I-II) required.
• Experience in Montessori education and coaching/mentoring.
• Experience coaching adult learners and supporting coursework.
• Demonstrated ongoing professional growth within the last three years.

Responsibilities

• Instructional and Montessori coaching through observation, feedback, modeling, co-planning and follow-up.
• Maintain an assigned caseload of Adult Learners and Guides based on needs.
• Conduct regular classroom observations and gather evidence of practice.
• Analyze data to identify high-leverage instructional priorities.
• Establish coaching goals with educators and provide actionable feedback.
• Model practices and co-plan or co-teach when appropriate.
• Document coaching cycles and monitor implementation and impact.
• Collaborate with the Curriculum and Instruction Team and CGMI:TEP to support professional learning.
• Support CGMI:TEP coursework, residency, and institute training activities.

Skills

Coaching

Adult learners

Montessori pedagogy

Observation

Feedback

Modeling

Education

Bachelor’s degree

MACTE Montessori Credential (Elementary I-II)

Job description

The Montessori Implementation Coach (MIC) serves as a member of the Curriculum and Instruction Team and provides job-embedded coaching and support to Montessori Guides while also contributing to the work of the City Garden Montessori Institute: Teacher Education Program (CGMI:TEP).

The primary responsibility of the Montessori Implementation Coach is to strengthen instructional practice and Montessori implementation through consistent observation, coaching, feedback, modeling, practice, and follow-up. The MIC maintains an assigned coaching caseload and works collaboratively with other members of the coaching and instructional leadership teams to support high-quality teaching and learning.

The MIC also supports CGMI:TEP, professional development, residency, and Montessori implementation initiatives. In addition, the MIC may provide operational, organizational, instructional, curriculum, documentation, or other team support that increases the capacity of the coaching team to prioritize coaching and complete effective coaching cycles.

The MIC works directly under the Chief of Learning and collaborates closely with school-based instructional leadership and other members of the Curriculum and Instruction Team.

This is a full-time, salaried, 12-month position.

Mission of the Montessori Implementation Coach

Through job-embedded coaching, professional development, Montessori implementation support, and strategic collaboration, the Montessori Implementation Coach works to strengthen educator practice and improve outcomes for students. The MIC supports educators in developing strong Montessori practice, delivering high-quality instruction, and creating learning environments that promote student independence, agency, belonging, and academic growth.

Responsibilities And Outcomes

• Instructional and Montessori Coaching

Coaching is an ongoing, job-embedded process that includes observation, analysis, relationship-building, feedback, modeling, co-planning, co-teaching when appropriate, resource development, practice, implementation support, and follow-up. Coaching is not limited to scheduled coaching meetings or check-ins.

• Maintain an assigned caseload of Adult Learners, Novice Montessori Guides, and/or experienced Guides based on identified instructional and coaching needs.
• Conduct regular classroom observations and gather evidence of instructional practice.
• Analyze observation evidence, student work, assessment data, and other relevant information to identify high-leverage instructional priorities.
• Establish clear coaching goals with educators and identify specific changes in practice.
• Provide actionable feedback connected to observed practice and identified priorities.
• Model instructional practices, Montessori lessons, routines, strategies, or other practices when appropriate.
• Co-plan lessons, learning experiences, or instructional responses when coaching needs warrant it.
• Provide opportunities for educators to practice new strategies and receive feedback.
• Provide resources, exemplars, and other supports that help educators implement agreed-upon changes.
• Co-teach, demonstrate, or otherwise provide in-class support when appropriate to the coaching goal.
• Monitor implementation and return to the classroom to determine whether the identified change has occurred and its impact.
• Adjust coaching support based on evidence of implementation and student response.
• Document coaching cycles, including the instructional focus, coaching move, educator practice, agreed-upon next step, follow-up, and evidence of implementation.
• Collaborate with other coaches and instructional leaders to calibrate coaching practices, identify priorities, and support consistency across classrooms.
• Contribute to a culture of continuous professional growth and reflective practice.
• CGMI:TEP and Institute Support
• Support the delivery of CGMI:TEP coursework and professional learning experiences.
• Support Montessori Fundamentals, Montessori Philosophy, and other Institute courses and training as assigned.
• Support Adult Learners throughout the residency process through coaching, mentoring, communication, and follow-up.
• Assist with Summer Intensive, online coursework, quarterly seminars, and other Institute training activities.
• Support the planning, preparation, facilitation, and follow-up associated with Institute programming.
• Serve as a connection between CGMI:TEP and school-based Adult Learners, Novice Guides, and other participants.
• Provide feedback and support related to coursework, assignments, timelines, and professional learning expectations as assigned.
• Professional Development and Instructional Support
• Support the planning and facilitation of school-based professional development aligned with organizational priorities and identified instructional needs.
• Contribute to professional learning that strengthens Montessori pedagogy, instructional practice, classroom environments, and student outcomes.
• Support implementation of professional learning through observation, coaching, modeling, and follow-up.
• Participate in instructional leadership discussions and contribute to strategies that strengthen teaching and learning.
• Collaborate with the Curriculum and Instruction Team to identify professional learning needs and develop responsive supports.
• Coaching Team and Organizational Support
• Collaborate with the coaching team to ensure that coaching responsibilities, caseloads, priorities, and follow-up are appropriately distributed.
• Provide support with administrative, organizational, instructional, curriculum, documentation, data, resource development, scheduling, or other responsibilities that increase the capacity of the coaching team to prioritize coaching.
• Support systems and processes that improve communication, organization, documentation, and follow-through across the coaching and Institute teams.
• Contribute to the development and refinement of tools, resources, protocols, and systems that support effective coaching and professional learning.
• Provide additional support to the coaching and Curriculum and Instruction teams based on organizational priorities and identified needs.
• Montessori Implementation
• Support the implementation of Montessori philosophy, pedagogy, and methods across classrooms and school environments.
• Support educators in understanding and implementing Montessori scope and sequence and developmentally appropriate instructional practices.
• Support Guides in developing learning environments that promote student independence, agency, care of environment, student voice, culture, identity, and belonging.
• Contribute to efforts to strengthen Montessori implementation and fidelity across the school.
• Support the integration of Montessori practices with schoolwide curriculum, instructional priorities, and student learning expectations.

Qualifications And Requirements

• Bachelor’s degree.
• MACTE Montessori Educator Credential at the Elementary I-II Level (6-12) required.
• Experience in Montessori education and coaching/mentoring.
• Experience as a Montessori trainer and supporting adult learners.
• Demonstrated ability to provide effective instructional feedback and support educator growth.
• Evidence of continuing professional growth within the last three years.

Preference Will Be Given to Candidates Possessing

• Five or more years of Montessori classroom experience post credential at the Upper Elementary Level.
• Current Teaching Certification/Licensure in Elementary from Missouri or another state.
• Experience implementing ABAR pedagogy, Culturally Relevant Pedagogy, and Conscious Discipline/Nautilus.
• Experience with Montessori Records Express, Transparent Classroom, Montessori Compass, or other Montessori management software for lesson planning, record keeping, conference reports, and parent communication.
• Experience coaching teachers or other adult learners.
• Experience facilitating professional development, coursework, workshops, or other adult learning experiences.

DEMANDS OF THE POSITION

Environmental Demands

• Exposure to childhood and adult diseases and illnesses.
• Occasional exposure to various weather conditions.
• Work in heated/air-conditioned and ventilated facilities.
• Exposure to chemicals used for cleaning, instruction, and equipment operation.
• Work in environments ranging from moderately quiet to noisy.

Physical Demands

• Talking and hearing, standing, moving, walking briskly, sitting, and using hands and arms to handle, feel, and reach. Occasional stooping or kneeling, and lifting and moving up to 32 pounds.
• Ability to react quickly during crisis situations like emergency drills, student elopement, and physical altercations involving students if needed in order to maintain a safe environment.

KEY COMPETENCIES

Alignment With School Values, Philosophy, And Requirements

• Strong alignment with CGMS's vision, mission, values, and guiding principles.
• Strong understanding of Montessori philosophy and pedagogy.
• Exceptional relationship-building and adult learning skills rooted in anti-bias, anti-racism, and Montessori philosophy.
• Understanding of systemic racism and other forms of oppression and demonstrated success integrating antiracism principles into action as an educator.
• Commitment to holistic student development and Montessori pedagogy with anti-bias, anti-racism principles at its foundation.
• Implementation of CGMS Board policies is mandatory.
• Satisfactory completion of a background check and compliance with safety guidelines for employment.

Instructional Leadership and Coaching

• Strong coaching, mentoring, facilitation, and adult learning skills.
• Ability to establish trusting relationships while providing clear and actionable feedback.
• Ability to identify high-leverage instructional priorities and support educators in implementing meaningful changes in practice.
• Ability to use observation, student work, assessment data, and other evidence to inform instructional decisions and coaching.
• Capacity to support diverse student needs and guide educators accordingly.
• Ability to collaborate effectively with instructional leaders and other coaches.
• Experience coaching teachers strongly preferred.
• Experience supporting Montessori implementation and instructional improvement.
• Commitment to continuous improvement and measurable outcomes for students.

Communication and Collaboration

• Passion for teaching, learning, Montessori education, and community engagement.
• Effective oral and written communication abilities.
• Outstanding interpersonal skills and collaborative mindset.
• Ability to work effectively as part of a coaching and instructional leadership team.
• Ability to establish cooperative relationships with educators, Adult Learners, school leaders, Institute faculty, and other stakeholders.
• Ability to communicate expectations clearly while maintaining positive and productive relationships.

Knowledge and Proficiency

• Proficient with Google Suite (Docs, Sheets, Slides, Calendar, Email, Forms), electronic and physical file management, and personal technology.
• Ability to crosswalk Montessori methods and pedagogy with Missouri state curriculum and learning standards.
• Ability to use technology and organizational systems to support coaching, professional learning, documentation, and communication.
• Knowledge of Montessori curriculum, scope and sequence, prepared environment, and developmentally appropriate Montessori practices.

REPORTS TO

Chief of Learning, City Garden Montessori

City Garden Montessori School is an equal opportunity employer and does not discriminate against any applicant or employee because of race, color, religion, sex, gender identity, sexual orientation, national origin, disability, age, or military or veteran status in accordance with federal law. In addition, City Garden Montessori School complies with applicable state and local laws governing nondiscrimination in employment in every jurisdiction in which it maintains facilities. City Garden Montessori School also provides reasonable accommodation to qualified individuals with disabilities in accordance with applicable laws.

Note: This job description is intended to convey information essential to understanding the scope of the position. Duties and responsibilities may be subject to change based on organizational needs.