STEM Instructional Coach, part-time

Young World Physical Education; Cambridge (MA); On-site; USD 30,000 - 50,000; Part time

Job summary

Young World Physical Education is seeking a part-time STEM Instructional Coach for middle school, based in Cambridge, Massachusetts. The role includes coaching teachers to enhance classroom practices, supporting data-driven decision-making, and aligning with state educational standards.

The ideal candidate will have a Bachelor’s degree, 5+ years of teaching experience, and strong skills in coaching, data analysis, and communication. This role is pivotal in driving instructional growth and student success.

Qualifications

• Bachelor’s degree required.
• Master’s degree in Education or related field preferred.
• Minimum of 5 years of successful teaching experience.

Responsibilities

• Strengthen daily classroom practice and improve student achievement.
• Support teachers through intensive coaching, focused on data-driven strategies.
• Collaborate with school leaders to set improvement goals.

Skills

Instructional coaching

Data analysis

Observation and feedback

Curriculum implementation

Interpersonal skills

Communication skills

Education

Bachelor’s degree

Master’s degree in Education

Job description

Position Title: STEM Instructional Coach, Middle School

Location: Cambridge, Massachusetts

Starting Date: Aug 19, 2026

Position Type: Part-time

Job Summary

The Instructional Coach is responsible for strengthening daily classroom practice and improving student achievement. The coach supports teachers through intensive coaching, including frequent observation and debrief, support for identification and implementation of high‑leverage instructional strategies, and co‑planning. The Instructional Coach works directly with teachers in a cycle of one‑to‑one or partnered coaching to add new strategies to daily instruction, support regular data analysis, and elevate data‑driven daily planning. The Coach supports the implementation of schoolwide academic priorities and serves as a key member of the school’s instructional leadership team.

Essential Functions

Coaching

• Collaborate with the Principal/Director and Coordinators to determine which teachers will engage in coaching and the intensity of the coaching.
• At the start of the coaching cycle, collaborate with teachers and administrators to set clear, measurable, and attainable improvement goals using data to inform coaching priorities.
• Coach teachers using research‑based coaching strategies aligned with Prospect Hill’s coaching model, including frequent observations, debriefs, modeling, co‑teaching, and co‑planning (including data analysis).
• Collect and analyze relevant student learning and observational data to inform teacher feedback, identify next steps, and monitor progress toward goals.
• Provide regular and targeted feedback to teachers on identified areas for instructional growth and improvement, and support the achievement of goals.
• Align coaching with district and department instructional vision and best practice; support teachers in building a deeper understanding of the vision and best practice.
• Collaborate regularly with other instructional coaches and participate fully in ongoing professional development to extend instructional competencies and coaching strategies.

Data, Assessment, and Continuous Improvement

• Support teachers to collect meaningful observational data and work samples, and analyze this information during the coaching cycle.
• Support teachers to develop effective systems for capturing their analysis, especially for the needs of vulnerable students, and use it to adapt lessons or provide immediate supports.
• Support teachers to diagnose instructional needs and identify the most effective instructional strategies to address unfinished learning.
• Support teachers to see the connections between their instructional moves, supports, and the progress of their students.

Professional Learning Outside of Coaching

• Work with Coordinators and the Principal/Director to identify and design professional learning next steps for instruction at the department, campus, grade, and teacher levels.
• As appropriate to the coaching role, support and/or lead professional learning experiences.

Mentor and Induction

• Plan and facilitate New Teacher Meetings (bi‑monthly, 6‑8 per year).
• Hold optional monthly office hours for new teachers.
• Provide differentiated and individualized support to new teachers on a more frequent basis when needed.
• Participate in monthly meetings with the Principal to discuss new teacher progress and collaboratively identify needs and supports.
• Participate in quarterly cross‑campus Mentor Team Meetings.

Additional Functions

• Support district professional development initiatives throughout the summer and school year, including the New Faculty/Staff Institute.
• Serve as a member of the campus‑based instructional leadership team.
• Serve as a member of the district‑based academic leadership team.
• Support the identification of next steps for instruction within the campus and assist leadership teams with prioritizing and planning effective strategies to achieve those priorities.
• Perform additional responsibilities and tasks requested or assigned by management.

Qualifications

Education & Licensure

• Bachelor’s degree required.
• Master’s degree in Education, Curriculum & Instruction, or a related field preferred.
• Possess a valid Massachusetts DESE License (Relevant Content Area) as a condition of employment after the first year.

Experience

• Minimum of 5 years of successful teaching experience with a demonstrated track record of strong student achievement outcomes.
• Demonstrated expertise in high‑quality instructional practices, including lesson design, differentiation, and classroom management.
• Proven ability to analyze student data and use it to drive instructional planning and continuous improvement.
• Experience observing instruction and providing clear, actionable feedback to improve teaching practice.
• Strong interpersonal and communication skills, with the ability to build trust and credibility with adult learners.
• Ability to facilitate coaching cycles, including goal setting, observation, feedback, modeling, and co‑planning.
• Strong understanding of standards‑aligned instruction and curriculum implementation.

Knowledge, Skills, and Competencies

• Excellent collaboration and communication skills, with the ability to influence and support both teachers and school leaders.
• Excellent communication skills, including the ability to facilitate meetings and lead professional development.
• Demonstrated commitment to diversity, equity, inclusion, and culturally responsive teaching practices.
• Strong organizational skills and ability to manage multiple coaching relationships and priorities simultaneously.
• Alignment with Prospect Hill Academy Charter School’s mission, values, and instructional vision.
• Exceptional communication, change management, and cross‑functional leadership skills.

Preferred Qualifications

• Experience working in charter, urban public school, or multi‑school network settings.
• Experience leading large‑scale instructional improvement initiatives.

Job Requirements

• Citizenship, residency, or work visa required.

Equal Opportunity Employer

Prospect Hill Academy Charter School is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, gender identity, marital/civil union status, ancestry, place of birth, age, immigration status, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws.