INSTRUCTIONAL COACH for 2025-2026 SY

GENERAL INFORMATION:

Title................................................................. Instructional Coach
Licensure........................................................ Professional Educator License (PEL) or Certification through Behavioral Analyst Board
Endorsement.................................................. LBS 1, School Psychology, Speech /Language Pathology, Social Worker
Classification.................................................. Certified Licensed – 10 month – 195 days
FLSA Status................................................... Exempt
Reports to...................................................... Program Administrator
Salary Classification...................................... Per NSSEA Salary Schedule - dependent on applicant's Licensure held
Benefits......................................................... Per NSSEA Collective Bargaining Agreement
Reviewed/Revised.………………………..…... 3/2023


PURPOSE:

The Instructional Coach facilitates building sustainable best practices of instruction, assessment and collaborative problem solving regarding a specific student, program, or school-wide initiative to NSSEO member districts and programs.  Coaching practices directly support the implementation of a Multi-Tiered System of Supports (i.e., RtI and PBIS) to improve academic and behavioral outcomes across the Tiers.  The goal of coaching is to build school/district capacity to improve outcomes for all students that align with state and federal regulations through the provision of ongoing:

     • consultation and technical assistance
     • job-embedded professional development
     • assessment and evaluation
     • modeling and feedback of strategies and supports
     • collaborative problem solving


ESSENTIAL FUNCTIONS:

• Develop coaching goals, in collaboration with district and/or school leadership teams, to improve academic and behavior outcomes for all students that aligns with district/school initiatives.
Provide on-site coaching through modeling, guided feedback, questioning and active listening to build local capacity and implementation of best practices.
• Communicate and collaborate with educational teams, school administrators, students and parents to identify and implement best practices.
• Facilitate various educational team meetings (e.g., district leadership teams, individual problem-solving meetings) through the problem-solving process.
• Provide on-going technical assistance to school personnel as it relates to improving outcomes for students:
Model best practices in instruction for general and special education students.
• Observe and provide feedback to support the implementation of practices with high fidelity.
• Problem solve system-wide; classroom and individual issues
• Make data-based decisions to improve outcomes for students.
• Design, deliver and evaluate evidenced-based professional development activities related to specific topics (e.g., Autism, Positive Behavior Intervention and Supports, Response to Intervention) to change educator practices.
• Support the collection and analysis of implementation data to ensure high fidelity of implementation of MTSS activities and plan.
• Locate and link resources based on district/school needs.
• Utilize coaching tools to manage time, prioritize tasks and follow through on activities and communication.
• Collaborate and problem solve with other NSSEO coaches through participation of monthly meetings.
• Foster community partnerships and collaborate with ISBE school improvement projects (e.g., I-RtI Network, PBIS) and other community agencies.
• Other duties, as assigned.
 
 
OTHER FUNCTIONS:

• Assume appropriate roles as adult model, behavior manager and educator.
• Continue professional growth.
• Communicate effectively and respect human diversity.
• Assume other duties and special projects as assigned.
• Support NSSEO policy, NSSEO and governing board goals and objectives, and The School Code of Illinois.

 
WORKING ENVIRONMENT:

• To perform the physically demanding job functions, strength and/or endurance for lifting, carrying, pushing and/or pulling are constantly required.
• To perform the most physically demanding job functions, the physical capabilities of climbing and balancing are seldom required.
• To perform the most physically demanding job functions, the physical body movement of stooping, kneeling, crouching and/or crawling is constantly required.
• To perform the most physically demanding job functions, the upper extremity physical capabilities reaching, handling, and/or fine motor dexterity are constantly required.
• Exposure to temperature extremes is seldom or not present.
• Exposure to hazardous conditions (e.g. mechanical, cuts, burns, infectious disease, high decibel noise, etc.) is seldom or not present.
• Frequency of exposure to injury to self and/or others is occasionally present.
 

MINIMUM QUALIFICATIONS:

• Professional Educator Licensure endorsed in Special Education, School Psychology, Speech and Language Pathology, or Social Work OR
• Certification through the Behavior Analyst Certification Board (BCBA)
• Multiple years of experience in the field of education.
• At least two years working in a consultant and/or coaching capacity.
• Experience in implementing and supporting school improvement processes, including Response to Intervention (RtI) and Positive Behavior Intervention and Supports (PBIS).
• Experience designing, delivering and coordinating professional development learning activities that embeds effective adult learning practices.
 

KNOWLEDGE, SKILL, AND ABILITES REQUIRED:
 
• Knowledge about evidence-based academic and behavioral practices for all students, including students with disabilities.
• Evidence-based technical assistance and coaching strategies.
• Strong communication and interpersonal skills.
• Team facilitation skills.
• Strong organizational skills.
• Understanding of school-based systems change.
• Ability to evaluate work effort, identify problems and plan activities that lead to successful outcomes.