• Job Description

  Req#: 5208554

  The Natick Public Schools Seek an

  Instructional Coach - Literacy Focus

  Start Date: August 25, 2025

  We invite you to explore a career with Natick Public Schools.

  The Natick Public Schools educate approximately 5,300 students from Pre-K through age 22. We are an innovative, supportive, and high-performing district whose outstanding staff provides high quality services for our diverse students and their families from Natick and Boston. Natick Public Schools is a community dedicated to all students achieving high standards in a safe, trusting, respectful environment where learning is exciting, dynamic, and engaging, and where connectedness and belonging are valued and actively cultivated. We are home to families that speak almost 60 different languages and our student population is approximately 29% Students of Color and 71% White students. With a graduation rate of 97% and 90% of our students attending post-secondary schools, we are proud of our commitment to excellence in educating students to be informed and successful citizens of a global world.

  We enthusiastically welcome educators to our district who seek and thrive in a diverse environment that focuses on the whole child in a strengths-based approach. Please partner with us in our mission to support the diversity of our school community, promote and deliver equitable practices for all of our staff, students, and families, and create meaningful connections that enable everyone to feel included and thrive.

  Job Title	Instructional Coach - Literacy Focus	Location	Memorial Elementary
  Reports To	Principal	Work days/FTE	183 days/1.0 FTE
  Salary/Benefits	Salary and benefits per contract with the Education Association of Natick	Benefits Eligible?	Yes
  Profile of a Natick Educator
  JOB GOAL: The Instructional Coach will support teaching and learning by providing personalized, cyclical coaching, professional development, and instructional resources. This role prioritizes educator growth and equitable student outcomes, with a focus on instructional excellence, culturally responsive practices, and data-informed teaching. The coach will assist building leadership in implementing tiered academic interventions and support systems, particularly for multilingual learners and students with IEPs.

  
  
  

  QUALIFICATIONS

  Education: Bachelor’s; Master’s preferred

  Professional Certification: Educator licensure required, Reading Specialist licensure preferred

  Specialized Knowledge:

  Instructional Observation and Coaching Cycles

  • Implement structured coaching cycles that may include and are not limited to:
  • Pre-observation conferences
  • Classroom coaching visits
  • Data analysis
  • Collaborative goal setting
  • Modeling of strategies
  • Co-teaching
  • Actionable feedback
  • Reflective debrief meetings
  • Support individual teachers in implementing new instructional strategies and measuring their impact.
  • Keep track of strategies and action steps that teachers are implementing in their classrooms

  Approximately 60-70% of time is dedicated directly to individualized teacher growth through coaching cycles. Coaching encompasses a supportive and collaborative partnership focused on enhancing instructional skills, implementing evidence-based practices, and fostering reflective teaching. The remaining time will be allocated at the discretion of the school leader, as outlined below.

  Instructional Leadership and Collaboration

  • Serve as an active member of the School Instructional Leadership Team (ILT) including but not limited to ILT meetings, learning walks, planning PD, with the exception of any responsibilities related to evaluations or contract negotiations.
  • Collaborate with the ILT, Director of Curriculum and Instruction, and PLCs to align coaching initiatives with school-wide goals.
  • Contribute to the development and execution of the school’s instructional vision.
  • Work with school leadership to identify and recommend staff support and learning priorities through learning walks and classroom observations.

  Build Capacity for Data-Driven Instruction

  • Support the analysis and development of a deep understanding of school-wide student learning data (assessment results, progress monitoring, MCAS).
  • In collaboration with the ILT, identify trends, achievement gaps, and areas of instructional need at school and grade levels.
  • Help teachers interpret data and apply insights to instructional planning and delivery.
    
    

  Continuously Develop Instructional Expertise and Key Resources

  • Maintain deep knowledge of core instructional practices, including lesson design, differentiation, student engagement, grade level standards, formative assessment, and classroom management.
  • Serve as a content expert in literacy or math and provide research-based instructional resources.
  • Design and deliver targeted professional learning sessions as determined by need.
  • Support integration of UDL and SEI principles into lesson planning and instruction.
    
    

  Strive for Equity and Tiered Support

  • Collaborate with the ILT on the development and implementation of Tier 2 and 3 academic interventions in literacy and/or math.
  • Ensure coaching and instructional support meet the needs of diverse learners, including multilingual students.
  • Promote culturally responsive and inclusive practices across instructional settings.

  Preferred Experience:

  • Experience with Google Suite (Drive, Docs, Sheets, Slides, Classroom, etc.) and PowerSchool preferred, but will train the right candidate.

  Skills:

  • Demonstrate expertise in effective instructional practices and curriculum implementation.
  • Content expertise in literacy instruction.
  • Experience in adult learning, coaching, or leading professional development.
  • Knowledge of Massachusetts Curriculum Frameworks.
  • Strong interpersonal, organizational, and communication skills.
  • Ability to build trusting relationships with colleagues and across lines of difference.
  • Experience with data-driven instruction and assessment practices.
  • Holds a deep belief in the value of continuous learning and growth for all.
  • Is self-driven and able to operate flexibly.
  • Self-directed and goal-oriented with a strong desire to always improve.

  Alternative degrees/experience may be substituted for the above at the discretion of the Superintendent, if such a substitution brings a strong candidate forward.

  TOOLS AND EQUIPMENT USED

  • Phone, intercom, personal computer and software applications as outlined above, scanner, copy machine, calculator, camera, printers and fax machine.

  ESSENTIAL FUNCTIONS OF THE JOB (not limited to)

  The information contained in this job description is for compliance with the American with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

  Works with district and school leadership to combat systemic barriers that limit student, family, and staff members’ equitable access to opportunity

  • Identifies and addresses bias and its impact on rigor and opportunity for students and staff
  • Updates policies and equitable access procedures

  Any other relative duties as assigned.

  WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS

  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. The employee must be able to perform the essential functions of the job satisfactorily and, if requested, reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of their job, absent undue hardship.

  While performing the duties of this job, the employee is regularly required to:

  • move about the classroom, school, school grounds, office, and/or off-site locations.
  • On some occasions, it may be necessary to move quickly across even or uneven surfaces;
  • remain in a stationary position for periods of time;
  • operate a computer and other school/office productivity machinery (i.e., iPad, copy machine, computer printer, assistive technology, etc.);
  • read material from a computer monitor as well as handwritten or printed matter with or without visual aids;
  • position oneself to maintain files and access school/classroom/office materials;
  • communicate with others so that information received and given is understood and accurately communicated;
  • communicate and collaborate effectively with students, parents, and other staff members in person, via video conference, on the telephone, and/or in writing;
  • observe details at close range
  • in the school setting, ensure the safety of students;
  • multitask and meet multiple demands from several people;
  • may need to teach and support students with life skills development such as eating, cleaning, and toileting
  • lifting up to and including 25 lbs
  • the noise level in the work environment is moderate to loud.

  SELECTION GUIDELINES

  • Formal application
  • Rating of education and experience
  • Oral interviews
  • Reference check
  • Strong record of work performance in current and previous roles required
  • Successful completion of Criminal Records Check (C.O.R.I.), Sexual Offender Record Check (S.O.R.I.), and fingerprints.

  The Natick Public Schools do not discriminate on the basis of age, race, creed, color, religion, nationality, sex, sexual orientation, gender identity, disability, pregnancy and pregnancy-related conditions, physical and intellectual differences, immigration status, homeless status, or any other class protected by law.

  Date Updated: 5/30/25

• About the company

  Natick High School is an urban/suburban public high school serving students in grades 9–12 in Natick, Massachusetts, United States.

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