Instructional Services School Coach (Literacy) - 1.0FTE

Overview of Position

There are three (3) openings for the 2026/2027 school year.

Career Ladder Position: Priority consideration will be given to current SPS certificated staff. Career Ladder positions are stipend roles that entail additional duties beyond a certificated contract. Teachers who apply must have an evaluation rating of proficient or higher in all eight TPEP criteria and a state student growth impact rating that is “average” or higher on their most recent comprehensive evaluation. Teachers who are currently on a focused evaluation must still meet the above criteria. They must also have a rating of proficient or higher in their identified focused criteria and a state student growth impact rating that is “average” or higher on their most recent focused evaluation.

This is a Certificated Career Ladder position. Please refer to the SEA Collective Bargaining Agreement for additional information regarding Central Office Career Ladder positions. The person in the position will be paid an annual stipend in addition to the assigned certificated non-supervisory salary placement.

Seattle Public Schools is seeking instructional coaches to support the implementation of the new Emerge K–5 curriculum across all 72 elementary and K–8 schools. Coaches will partner with educators and school leaders to strengthen instructional practice and ensure the Emerge instructional materials are implemented as intended. Working within existing district infrastructure—including Career Ladder supports, Professional Learning Communities (PLCs), and Early Release Professional Development—coaches will provide ongoing, job-embedded support that builds teacher capacity and advances high-quality teaching and learning for all students.

Instructional coaching is a critical lever for sustainable school improvement, linking professional learning directly to classroom practice. Through ongoing, relationship-driven support, coaches help teachers translate new learning into impactful instructional strategies that increase student engagement, strengthen mathematical discourse, and deepen problem-solving skills. By fostering reflective practice, using data to guide instructional decisions, and maintaining strong collaboration with teachers and leaders, coaches build teacher confidence, collective efficacy, and instructional coherence.

The purpose of this position is to plan, facilitate, lead and model the implementation of district and school-based instruction programs in multiple schools, and to provide for professional development for school-based coaches and teacher leaders. This position is a full-time release position from classroom teaching duties.

Essential Functions

• Conducts ongoing evaluations of the instructional improvement action plans at the district and school levels in collaboration with Director of Curriculum and Instruction, content area managers and school-based coaches based on student achievement data, direct observation and information from staff, students and parents.
• Plans and conducts research-based professional development for school-based coaches and teacher leaders; applies concepts of adult learning and motivation to meet the needs of staff having different skill levels; uses a variety of group configurations and presentation formats to appropriately engage adult learners; facilitates reflection and dialogue among school-based coaches; mentors beginning coaches to develop their coaching practice.
• Conducts focused observations of school-based coaches and classroom teachers; models appropriate classroom support to school-based coaches; provides situation-specific assistance adapted to the needs of the school and school-based coach.
• Assists school-based coaches in assessing and developing appropriate intervention and accommodation strategies for classroom teachers related to students who are second language learners, enrolled in Special Education programs and underrepresented students with diverse learning needs.
• Demonstrates lessons for school-based coaches and teachers to observe; works alongside school-based coaches and teachers demonstrating instructional strategies, modeling intensive classroom support and guiding coaches and teachers as they implement the strategies in their schools and classrooms.
• Develops strategies and works with schools to maintain appropriate pacing of instructional programs and correct use of adopted materials.
• Works with principal and central administration to analyze and document student performance data, to assess the effectiveness of the school-based coaching program; and communicates results to appropriate stakeholders.
• Participates in school Learning Walks (small teams that visit classrooms with a specific focus) in assigned schools.
• Participates with district teams/councils/committees in strategic planning efforts for the purpose of improving the district's teaching and learning processes.
• Assists in reviewing alignment of district curriculum with state standards and grade level expectations; identifies gaps between grades; and provides feedback and guidance teams of grade level teachers to improve curriculum alignment.
• Assists in the developing, analyzing and adapting curriculum and instructional materials.
• Builds and maintains effective relationships with students and adults.
• Attends classes, workshops, meetings and seminars related to instructional services coach activities; collaborates with other instructional coaches and curriculum specialists in developing and providing central and school-based professional development.
• Communicates clearly with and attends to the needs of culturally diverse audiences; attends ongoing culturally relevant professional development classes and applies these skills to actions that result in systemic improvements.
  
  

Other Functions

• Performs related duties consistent with the scope and intent of the position.
  
  

Reporting Relationships

Reports to the Program Manager and/or Executive Director

Knowledge Of

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES:

• Adult learning theory and instructional design and delivery; standards for school-based professional development coaching and mentoring techniques; collaborative methods; effective student and adult behavior management; effective instructional techniques; curriculum and instructional materials used by the district; current research about the elimination of achievement gaps and accelerated student learning; rules and procedures for student and adult safety.
  
  

Skills:

• Instructing, coaching and leading adults; analyzing and interpreting student performance data; aligning instructional materials with State standards and grade level expectations; appropriate use of a variety of instructional methods; adapting subject materials and teaching techniques to increase achievement; developing assessment tools and statistical reports; organization and time management; decision-making and problem¬solving; effective written and oral communication.
  
  

Abilities to:

• Use a computer for tracking data, building spreadsheets, conducting presentations and communicating via e-mail; coordinate and facilitate activities; collaborate with staff and administrators; adapt to change and remain flexible; organize and develop activities; establish and maintain effective working relationships with all stakeholders in a multicultural community; address different adult and student learning and behavioral styles and abilities; address new trends and ideas in education and education transformation; work independently; work as team-member; exercise self discipline in behavior and attitude.
  
  

Typical Qualifications

EDUCATION AND EXPERIENCE:

Master's degree and three (3) years of successful teaching experience, and two (2) years successful educational coaching experience or related experience mentoring/coaching adults.

Substitution

Bachelor's degree in a major content area, and five (5) years successful teaching experience. No substitution for two (2) years successful coaching experience.

Additional minimum qualifications and preparation may be required for each position based on the level and subject area assigned to the position.

Licenses/Special Requirements

Valid Washington State Teaching certificate; valid Washington State driver's license or evidence of equivalent mobility.

Eligibility

Must have been rated "Innovative" in at least two of the following domains of the PG&E: Classroom Environment; Planning and Preparation; or Instruction. (Must be at least "Proficient" in the other domains.) Beginning in 2012-13 a teacher of tested subjects must have achieved high student growth two consecutive years. To become a career ladder teacher at a low-performing (Level 1) school, must have demonstrated experience working with similar student populations.

Note: A written statement of purpose is required by the applicant. The application process will include a demonstration lesson and interview with a school-designated interview team.

Note: performance evaluation may include peer-review component

Continuing Education/Training

All Career Ladder Teachers will be required to participate in professional development training, an initial 6-hour session and three 2-hour sessions throughout the year.

Clearances

Criminal justice fingerprint and background check

Seattle Public Schools benefits are administered by the Washington State Healthcare Authority (HCA) under the School Employees Benefits Board (SEBB). Click HERE for an overview of available benefit options.

Eligibility for benefits is determined by the number of hours employees are anticipated to work during the school year (September 1 through August 31). Any employee who is scheduled to work 630 hours or more in a year is eligible for benefits.

Salary Schedule

Please find the salary schedule associated with this role and others like it HERE.

01

Please check ALL endorsement(s) that appear on your Washington State certificate.

• Agricultural Education
• Arts: Visual
• Bilingual Elementary
• Bilingual Secondary
• Biology
• Business and Marketing
• Chemistry
• Counseling
• Dance
• Deaf Education
• Early Childhood
• Elementary
• English Language Arts
• English Language Learners
• Environmental and Sustainability
• Family and Consumer Sciences
• Gifted Education
• Health and Fitness
• Humanities: Middle Level
• History
• Library Media
• Library Resources
• Mathematics
• Mathematics: Middle Level
• Music: Choral
• Music: General
• Music: Instrumental
• Reading
• Science
• Science: Earth and Space
• Science: Middle Level
• Science: Physics
• Social Studies
• Special Education
• Special Education: Early Childhood
• Technology Education
• Theater
• Traffic Safety
• World Languages: Arabic
• World Languages: Chinese
• World Languages: French
• World Languages: German
• World Languages: Hindi
• World Languages: Japanese
• World Languages: Korean
• World Languages: Latin
• World Languages: Spanish
• Not Applicable - I do not, nor will not hold a Washington State Teaching Certificate/Permit
• I hold an "unendorsed" Washington State Teaching Certificate/Permit
  
  

02

I have experience working in the classroom with the following grade levels (check all that apply):

• Pre K
• Elementary (K-3)
• Elementary (4-5)
• Middle School (6-8)
• High School (9-12)
• No Experience
  
  

03

Please select the types of schools that you have experience in and/or would be willing to work:

• Title I
• STEM
• Montessori
• Dual Language Immersion
• ELL/Bilingual
• Alternative Learning
• Highly Capable/Gifted
• K-8
• Elementary
• Middle
• High
  
  

04

Are you a current Seattle Public Schools employee with a certificated contract for the next school year?

• Yes
• No
  
  

05

To be considered for a Career Ladder position, candidates must meet the position-specific criteria and demonstrate a high level of performance under their current or most recent teacher evaluation framework. For candidates evaluated under the Washington State TPEP framework, this includes: A summative evaluation rating of Distinguished with a student growth impact rating of Average or High; or A summative evaluation rating of Proficient with a student growth impact rating of High. For candidates evaluated under a four-domain framework, this includes a rating of Distinguished in Domain 4 and at least one of the other three domains (preferably instructional practice). Candidates from other school districts or evaluation systems must demonstrate an equivalent level of performance under their district’s teacher evaluation framework. Are you able to provide proof that you meet this requirement or an equivalent standard under your current or most recent teacher/certificated evaluation framework?

• Yes
• No
  
  

06

How many years of teacher experience do you currently posses?

• Less than 1 year
• 1 - 2 years
• 3 - 4 years
• 5 or more years
  
  

07

How many years of educational coaching experience or related experience mentoring/coaching adults do you currently possess?

• less than 1 year
• 1 year
• 2 or more years
  
  

08

In a short response, please describe your educational experience or related experience mentoring/coaching adults.

09

Are you a current Seattle Public Schools certificated substitute?

• Yes
• No
• Required Question