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Job Description
Elementary Instructional Coach Newington
SD - 2.0
Newington, CT Job Details 3 hours ago Qualifications School experience Computer operation Confidential information handling Word processing Spreadsheets Teaching Certification Employee relationship building Special education law Data summary reports Team development Academic leadership Teacher coaching Desktop applications Educational compliance and regulation understanding Productivity software Classroom Teaching Team motivation (leadership skill) Multi-tiered Systems of Support (MTSS) Data analysis software K-12 education instructional development Database software proficiency
Full Job Description JobID:
1810
Position Type:
Elementary School Teaching/Instructional Coach Date Posted:
6/17/2026
Location:
Elementary Schools Closing Date:
07/01/2026 WORKFORCE
DIVERSITY STATEMENT
The Newington Public Schools is dedicated to recruiting, hiring, growing and retaining a culturally diverse workforce that represents the racial, ethnic, and linguistic diversity of our community - to challenge student achievement and realize equity for all in our schools. To achieve this, we value and strive for the highest levels of: Family and Community Engagement; Culturally Relevant Organizational Practices; School Climate; Student-Centered Learning; Diverse Staff of Excellent Educators Equitable Student Access; and Fiscal Equity We are interested in candidates who are passionate around these values; candidates who represent the racial, ethnic, and linguistic diversity of our community; and candidates who will engage fully in our continuous improvement efforts to achieve equity for all.
JOB DESCRIPTION
The Instructional Coach shall work with teachers and administrators in the development, implementation, and evaluation of the instructional program. The Instructional Coach serves as a part of a school's leadership team, providing job-embedded and ongoing professional development for teachers, staff, and administration. The Instructional Coach provides support to the principal in data analysis and professional development decision-making. The Instructional Coach provides both formal and embedded professional development and guidance for teachers to improve both their content knowledge and use of effective instructional strategies. Overall, the job of the coach is to build the capacity of the school and its teachers to meet the learning needs of all students. The Instructional Coach's goal is to ensure that educators acquire the understanding and skills to: (1) enhance instructional practices at the classroom level; and (2) raise the level of student achievement for all.
ESSENTIAL JOB FUNCTIONS
The following statements of duties and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position. These statements are not intended to be an exhaustive list of all duties and responsibilities required of all personnel within this position. Works with staff to align the instructional program, district and school improvement efforts, specifically aligning the school's math instructional program with
SRBI/MTSS
freamworks and special education compliance. Leads Tier 1 and Tier 2 MTSS teams by facilitating school-based teams in data-based decision-making (DDDM) to design, monitor, and refine core instruction and targeted interventions. Guides teams with an equity-minded focus as a coach, ensuring culturally relevant practices, dismantling barriers to student access, and actively working to realize equity for all. Provides both formal and job-embedded professional development and guidance for teachers to impove content knowledge and use of effective instructional strategies. Objectively gathers, organizes, and analyzes student performance indicators - including both cause and effect data to inform school-wide implementation planning. Supports and empowers teachers to identify areas for improvement and collaboratively establish actionable, data-driven professional goals. Creates professional goals with teachers. Identifies and focuses on high-leverage practices that truly respond to teachers' most pressing concerns. Works with teachers on implementation planning. Models teaching and high-leverage practices that demonstrate fidelity to the scientifically proven critical teaching behaviors of the various interventions being implemented. Facilitates effective instructional practices that change teachers' current habits of behavior. Skillfully facilitates teachers' reflection about classroom practices and behavioral habits, providing affirming and honest feedback that helps teachers meet expectations. Provides affirmative and honest feedback that helps teachers' realize expectations. Continually researches most effective instructional practices and frequently reports on the impact of particular math interventions, improved teaching competencies, and overall student achievement. Collects, organizes and frequently reports of the impact of particular interventions being implemented, improved competencies based on coaching practices, and improved student achievement. Acts as liaison with administrators and curriculum directors to coordinate curriculum and instructional planning, providing a logical transition through the grades for all students. Identifies and facilitates the use of new materials and methodologies by professional staff. Plans, implements, and evaluates professional development programs for the school district. Provides leadership in identifying, acquiring, and facilitating the use of new teaching materials, methodologies, textbooks, and equipment. Facilitates sharing cross-curricular information and planning processes to promote integrated content in teaching and learning. Coordinates the development of program improvements related to curriculum for the annual budget and clearly articulates ongoing budgeting needs.
ADDITIONAL JOB FUNCTIONS
May perform additional tasks and duties as requested.
REQUIRED KNOWLEDGE, SKILLS AND ABILITIES
Establishes high expectations while demonstrating characteristics of respect, patience, kind-heartedness, compassion, and honesty. Exhibits masterful teaching aligned to research-based practices, curriculum design, the Common Core of Teaching and the CT Framework for Evaluation and Support. Proven ability to build trust, maintain strict confidentiality of information, and effectively develop, motivate, and work with staff. Deep systems knowledge of principles pertaining to instructional programs, Data-Based Decision Making (DDDM), Scientific Research-Based Interventions (SRBI/MTSS), and Special Education regulations. Strong oral, written, and interpersonal communication skills. Proficiency in compiling data and utilizing word processing, database, spreadsheet, and related software applications. Continually engages in personal and professional growth. Knowledge of concepts and principles of curriculum design and development. Knowledge of rules and regulations pertaining to instructional programs. Knowledge of improvement planning, DDDM, SRBI, and Special Education. Knowledge of national, state and local educational goals and objectives. Knowledge of word processing, database, and spreadsheet software applications. Strong oral, written and interpersonal communication skills. Ability to maintain strict confidentiality of information as necessary. Ability to develop and motivate staff. Ability to acquire a working knowledge of the functions and responsibilities of the school district. Ability to use computer equipment and related software programs. Ability to compile data as requested. Ability to work effectively with other employees. Ability to learn and implement new products technologies.
REQUIRED PHYSICAL AND MENTAL EFFORT AND ENVIRONMENTAL CONDITIONS
Exposure to video display terminals on a daily basis. Ability to hear normal sounds with some background noise and communicate effectively. Ability to concentrate on detailed and complex matters with constant interruption within a school setting. Ability to attend to tasks/functions for more than 60 minutes at a time. Ability to remember multiple tasks/assignments given to self and others, over a long period of time. Ability to work independently with minimum supervision.
REQUIRED MINIMUM QUALIFICATIONS
Experience/Requirement :
Minimum of 5 years of successful teaching experience and Connecticut Certification. Preference with math teaching experience and coaching experience.
MINIMUM EDUCATIONAL REQUIREMENTS
Note:
The above description is illustrative of tasks and responsibilities. It is not meant to be all-inclusive of every task or responsibility.
