Instructional Coach, Elementary
The District’s LEA Corrective Action Plan identifies coaching as a critical component of a
multi-tiered approach to teaching and learning, also known as Response to Instruction
and Intervention (RtI2). The role of the Instructional Coach, Elementary is to build
teacher capacity and provide support to both teachers and administrators. Under
the direction of the school-site principal, the instructional coach will work collaboratively
with general and special education teachers and administrators, program coordinators,
and other staff to promote standards-based literacy and numeracy across the content
areas aligned to CCSS, using a multi-tiered approach to instruction, including the
problem-solving model and appropriate evidence-based strategies to provide access to
core instruction and intervention for all students including English learners, standard
English learners, socio-economically disadvantaged students, students with disabilities,
and GATE students. The content area focus of work for the Instructional Coach,
Elementary will be based on student data and the academic goals of the school.
The Instructional Coach, Elementary is a support position and does not include the
evaluation of teachers.
ROLES AND RESPONSIBILITIES
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Demonstration Teacher/Co-Teacher
 Collaboratively plan and conduct demonstration lessons with the classroom
teacher that emphasize good first teaching which includes:
o Standards-based instruction
o The use of effective evidence-based instruction, access strategies
(Academic Vocabulary, Instructional Conversations, Graphic Organizers,
and Cooperative Grouping), Academic Engaged Time, and checking for
understanding aligned to grade-level standards and content
o Differentiation of instruction
o The multi-tiered approach to support academic achievement and
intervention.
 Use of pre and post conferences for planning and debriefing lessons
 Use of technology tools
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Mentor
 Provide opportunities for teachers to reflect on their teaching practice
 Assist and support teachers in the implementation of district-adopted textbooks
and support materials
 Assist and support teachers with instructional strategies that support the delivery
of grade-level content to all students, including ELs, SELs, SWDs,
socioeconomically disadvantaged students and GATE students
 Promote standards-based literacy and numeracy through:
o demonstration lessons through modeling collaboration and co-teaching
o focused observation
 Work with teachers to manage, interpret, use formative assessment data,
systematically examine student work, plan and deliver appropriate instruction,
intervention and accommodation strategies for all students
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Facilitator
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Support collaborative work that contextualizes teaching and learning on
evidence-based practices and identified needs
Facilitate the analysis of data and student work that reflects a problem-solving
approach.
Foster improved communication and collaboration among staff by working with
teachers to identify and address areas of need
Support the academic achievement of all student populations/facilitating on-site
professional development
Meet regularly with site administrators, teachers, and support personnel to
analyze data and further communicate and strengthen instructional support to
school staff
Attend, as needed, central, ESC, and school-site professional development
related to expanding coaching expertise, pedagogical repertoire, content
knowledge, and systematic analysis of student work data within the multi-tiered
framework
REQUIRED QUALIFICATIONS
 Permanent status in LAUSD or another school district
 No Notice of Unsatisfactory Service
 Minimum of three years of teaching experience at the elementary school level
 Appropriate certification to teach English learners (CLAD, BCLAD, SB395 or SB
1969 certificate) or willingness to gain certification within one year
 Possess a valid California elementary teaching credential
 Required multicultural coursework or willingness to complete this requirement
within one year of assignment
 Ability to use technology and access data to inform instruction
 Ability to travel to other sites/locations.
DESIRABLE QUALIFICATIONS
 Completion of any relevant professional development
 Experience in collaborative planning, delivery of instruction, and differentiated
professional development
 Knowledge of Response to Instruction and Intervention/problem-solving model
 Effective oral and written communication skills
 Collaborative team-building skills
 Teaching experience at more than one grade level.