Instructional Coach (TOSA, K-5) Full Time NEW

REPORTS TO: Director of Curriculum & Instruction

WAGE/HOUR STATUS: Teacher on Special Assignment

SALARY RANGE: Per Contract

Our Mission

The Charter School for Applied Technologies prepares students to attain family-sustaining careers by integrating career exploration and a lifelong learning culture.

The Charter School for Applied Technologies (CSAT) opened its doors in 2001 as a 700-student school serving grades K-6. Today, CSAT is a busy campus consisting of three distinct buildings (Elementary, Middle and High Schools), that host approximately 2,300 students from 19 different school districts throughout WNY.

Why CSAT?

We are a team inspired by our mission of preparing students to attain family-sustaining careers. If you are looking for a supportive culture providing professional development, training, and mentorship, this could be the place for you!

We offer outstanding healthcare benefits, a supportive work environment, generous paid time off and are part of the New York State retirement system.

Position Summary

Grounded in the CSAT Mission, the Instructional Coach is responsible for improving student outcomes by strengthening instructional practice across classrooms. This role focuses on job-embedded coaching, modeling, and professional learning to build teacher capacity in research-based high-impact instructional strategies (RBHIIS).

Instructional Coaches design and facilitate ongoing job-embedded professional development, design and implementation of curriculum / essential learning, assessment, data informed instruction, resource identification / allocation, and mentoring.

This is a non-evaluative position. Coaches do not supervise or evaluate teachers.

Core Purpose of the Role

• Improve student outcomes by strengthening core instruction through responsive, data-informed coaching and the strategic use of research-based instructional practices
• Build teacher and team capacity through differentiated professional learning, coaching, feedback, and the intentional selection of support strategies based on identified needs
• Partner with teacher teams to analyze data, identify areas for growth, and implement targeted instructional actions that improve teaching and learning

Primary Responsibilities

Instructional Coaching & Classroom Support (Primary Focus)

• Engage in responsive coaching cycles that adapt to teacher, PLC, and/or school needs (for example: plan → model → observe → reflect → refine)
• Select and apply appropriate coaching approaches based on goals, context, and readiness
• Determine and implement coaching actions (e.g., co-planning, modeling, observation, co-teaching) that best align with identified needs and desired outcomes
• Observe instruction and provide timely, actionable, non-evaluative feedback
• Support teachers in:
• Differentiation and meeting diverse student needs
• Student engagement and rigor
• Classroom routines and structures that maximize learning
• Facilitate reflective conversations that promote continuous improvement

Professional Learning & Capacity Building

• Assist in / perform the design, facilitation, and delivery of professional learning based on identified teacher, team, and school needs, aligned to school/district priorities
• Provide job-embedded learning opportunities that are responsive to individual and team goals
• Select and use a range of learning structures (e.g., PD sessions, modeling, coaching cycles, PLC support) to best support adult learning and implementation of school/district priorities
• Support teachers in applying new learning directly to classroom practice through ongoing coaching and reflection
• Pursue ongoing professional learning to strengthen coaching impact

Curriculum, Instruction, and Assessment Support

• Support teachers in developing, understanding, and implementing curriculum, instruction, and assessment practices based on identified needs and team goals.
• Support teachers in:
• Designing and implementing standards-aligned, rigorous curriculum
• Identifying and prioritizing essential learning standards
• Applying effective, research-based instructional strategies
• Partner with teachers to ensure alignment among learning goals, instruction, and assessment
• Facilitate the evaluation of student data and instructional evidence to guide adjustments to curriculum, instruction, and assessment practices
• Promote instructional practices that support deep understanding and the transfer of learning

Data-Informed Instruction

• Support teachers and teams in analyzing and interpreting student data to inform instructional decisions based on identified needs
• Partner with teachers and/or PLC teams to translate data into targeted instructional responses and identify areas for growth
• Promote and support the use of ongoing formative assessments to guide instruction and monitor student progress

Collaboration with PLC Teams (Aligned but Distinct Role)

• Collaborate with PLCs to support instructional improvement goals
• Support team conversations focused on student learning, instructional practices, and data-informed decision-making
• Respond to needs identified through team collaboration by:
• Modeling strategies
• Supporting lesson design
• Engaging in coaching cycles
• Supporting the testing and implementation of continuous improvement efforts

Mentoring and Teacher Support

• Support new and developing teachers based on building structures and identified needs
• Provide individualized support aligned to teacher experience levels, team goals, and instructional priorities
• Collaborate with designated mentors and/or leadership, when applicable, to ensure coordinated and effective support

Resource Development and Support

• Identify, recommend, and provide resources and strategies aligned to instructional goals and identified needs
• Support teachers in effectively accessing, adapting, and implementing resources and research-based practices to strengthen instruction

Role Clarity: What Instructional Coaches Do and Do Not Do

✅ Instructional Coaches DO

• Work directly with teachers and students in instructional settings.
• Select and implement coaching strategies (e.g., modeling, co-teaching, observation, feedback) based on identified needs.
• Conduct classroom visits and provide confidential, actionable feedback. Analyze trends across visits to multiple teachers’ classrooms to identify broader professional development needs.
• Assist in the design and facilitation of professional learning aligned to teacher, team, and school needs.
• Support ongoing instructional improvement efforts through coaching, collaboration, and data-informed practices.
• Collaborate with and facilitate teacher teams to address instructional priorities and student learning needs.

❌ Instructional Coaches DO NOT :

• Evaluate teachers or contribute to evaluations.
• Share any feedback about individual teachers with administrators. (Coaches may share general trends to inform schoolwide support and resource decisions.)
• Serve in administrative or supervisory roles.
• Be responsible for compliance, accountability tasks, or non-instructional management duties.
• Replace administrative responsibilities.

Key Competencies

• Strong understanding of effective instructional practices
• Ability to apply research-based strategies in the classroom
• Skill in coaching conversations and adult learning
• Ability to build trusting, collaborative relationships
• Knowledge of curriculum, standards, and instruction
• Experience using data to inform teaching and learning
• Understanding of differentiation and diverse learner needs
• Commitment to equity and high expectations for all students

Success Indicators

• Increased use of research-based instructional strategies
• Improved student engagement and learning outcomes
• Evidence of teacher growth and reflective practice
• Alignment of instruction, assessment, and essential learning outcomes
• Strong, productive collaboration among teachers and teams

Qualifications, Education, and Experience

• Must have completed Bachelors in Education degree program and have completed all required student teaching experiences
• Must have at least two years of classroom experience with a satisfactory rating
• Must have three (3) positive recommendations from professional individuals
• Strong background in classroom instruction and pedagogical skills
• Highly organized and independent worker with excellent oral, written and interpersonal skills
• PLC model experience (Professional Learning Communities)
• Superior skills to work with others and the ability of being a team player

Job Attachment : View Attachment

Itinerant Location : Elementary School

Salary Competitive : Y

Appointment Status : Permanent

Position Status : Full time

Start Date : ASAP

Required Certification Type : Childhood Education Grades 1-6 {3014}, Early Childhood Education Birth – Grade 2 {3013}

Contact Person’s Name : Chad Witherell

Contact Person’s Email : cwitherell@csat-k12.org

Job Posting Link : https://www.applitrack.com/csatk12/onlineapp/default.aspx?Category=Elementary+School+Teaching