Find & Apply For Curriculum and Instructional Designer / Developer Jobs in Stephens City, Virginia

Instructional Coach (SHS) Frederick County Public Schools Sherando High School - Stephens City, Virginia This job is also posted in Frederick County Public Schools Job Details

Job ID:

5844210

Application Deadline:

Posted until filled

Posted:

Today

Starting Date:

Jul 27, 2026 Job Description

Summary Description:

The Instructional Coach is a site-based professional developer who works collaboratively with teachers to improve student learning by strengthening instructional practice. Drawing on content knowledge and expertise in effective instruction, the coach supports the implementation of research-based strategies, district curriculum, and the instructional framework. Instructional Coaches partner with teachers to: analyze current reality, set goals, identify and explain teaching strategies to meet goals, and provide support until goals are met. Through individualized coaching, collaborative planning, modeling, co-teaching, and professional learning, the Instructional Coach helps teachers expand their instructional skills and refine their practice. Support is grounded in classroom data and focused on building teachers' capacity to make informed instructional decisions that improve student outcomes. Instructional Coaches also play a key role in advancing the division's instructional vision and strategic priorities by supporting the effective use of district-adopted resources, facilitating professional learning, and assisting school teams with planning, data analysis, and implementation of multi-tiered systems of support (MTSS) and social-emotional learning practices. Through this work, the Instructional Coach fosters a culture of continuous improvement that strengthens both teaching and learning

Qualifications:

Hold or be eligible for a Virginia license with a middle school endorsement (for middle school based positions) or high school endorsement (for high school based positions).. Hold or is actively pursuing a Virginia Postgraduate Professional license (Master's Degree) or equivalent from another state. Preference given to those with Master's degrees in curriculum and instruction or leadership. Must have 5 years of successful experience as a classroom teacher at the middle school (for middle school based positions) or secondary level (for high school based positions). Preference given to those with experience in instructional coaching. Candidates with National Board Certification and/or endorsements on the Virginia license in Teacher Leader or Mentor may be considered in place of certain experience requirements.

Knowledge, Skills, and Abilities:

Demonstrated ability to implement evidence-based instructional practices effectively. Demonstrated ability to work with adult learners. Demonstrated ability to plan, implement, present, and evaluate professional development in various groups and settings. Effective communication, collaboration, and interpersonal skills are essential for building an environment with a common instructional focus, promoting initiatives, and conveying expectations. Ability to skillfully offer constructive feedback to facilitate change. Ability to maintain confidentiality. Ability to organize and prioritize responsibilities, projects, and tasks. Ability to take initiative with projects and responsibilities, including personal professional growth. Exceptional active listening skills and the ability to navigate difficult conversations with empathy and tact. A deep-seated belief that all teachers can improve and all students can learn.

Essential Duties:

Essential duties are interpreted as being descriptive and not restrictive in nature. Other duties may be assigned.

CLASSROOM-LEVEL SUPPORT

Conduct regular coaching cycles aligned to the Impact Cycle (Identify-Learn-Improve), partnering with teachers to set clear goals, engage in observation and/or co-teaching, and support reflection on implementation and impact to refine instructional practices. Model, through targeted professional learning and coaching cycles, effective implementation and adoption of instructional strategies that promote engagement and knowledge construction. Conduct instructional learning walks and collect student focused data to discuss, reflect and collaborate with teachers. Support teachers in refining their instructional practices through classroom learning visits, fostering reflection and the implementation of best practices aligned to their Impact Cycles, while connecting them with relevant resources and strategies. Organize and facilitate visits to model classrooms as a part of a coaching cycle that includes pre-conference, post-conference and action measurable action steps with a plan for follow-up. Actively mentor and support teachers in employing engaging, evidence-based instructional strategies that captivate students and meet diverse needs, through direct support. Assist teachers in providing rigorous, relevant, and engaging learning experiences for all students.

PROFESSIONAL LEARNING & LEADERSHIP

Design and conduct professional learning opportunities, share best practices, and offer classroom support, ensuring that teachers are equipped with the skills and knowledge to implement strategies effectively for diverse learning needs.. Participate, with a gradual release model, in Professional Learning Teams (PLTs) and Collaborative Learning Teams (CLTs) to support teachers in planning and implementing high-impact instruction through the analysis of student work and collaborative lesson design. Instructional coaches serve as members of the Guiding Coalition, meeting with building leaders at least twice monthly, and actively support the development and sustainability of a strong Professional Learning Community culture. Support teachers through Collaborative Learning Teams (CLTs) in ensuring that classroom instruction is vertically and horizontally aligned with state standards and district priorities, while collaboratively designing and implementing high-impact instruction.

DATA AND ASSESSMENT

Actively understands and interprets multiple sources of educational data—including assessment results, student feedback, and classroom observations—and uses these insights to support teachers in applying data to inform and adjust instruction to better meet student needs. Assist teachers in grouping students for differentiated instruction based on data-driven needs. Track the impact of specific instructional interventions on student achievement Facilitate the development and use of PEERS goals (Powerful, Easy, Emotionally compelling, Reachable, and Student-focused) in partnership with teachers, using relevant data sources to identify high-leverage areas for growth. Collect and analyze evidence aligned to these goals to support teachers in monitoring progress, reflecting on impact, and adjusting instruction to improve student outcomes.

DIVISION-LEVEL WORK

Attend all division level meetings and/or professional learning designed for Instructional Coaches. Assist with the facilitation of division-level initiatives by providing professional learning, assist with leading school-based implementation of initiatives, and supporting staff with implementation at the school level. Assist with curriculum development processes, textbook adoption and training, and support for implementation. Collaborate with Content Area Coordinators to develop, support and implement division-level content-based initiatives. Provide professional learning and coaching support for new teachers at the New Teacher Academy. Participate in cohort instructional walkthroughs across schools as an instructional leadership team to provide feedback on High Impact Instruction and school CSIP goals. Other duties as assigned by the supervisor.

Pay Rate:

Teacher Salary Scale (credit is based on years of full-time experience in a related position)

Contract:

Full time / 10 months / 200 days

Start Date:

This position is effective with the 2026-2027 school year.

Position Type:

Full-Time

Salary:

$56,430 to $104,585 Per Year Job Requirements