Secondary Instructional Coach, Middle School

The following position will be available for the 2025-2026 school year:

SECONDARY INSTRUCTIONAL COACH

Licking Heights Middle School

Grades 7-8

RESPONSIBLE TO: ASSISTANT SUPERINTENDENT / CURRICULUM DIRECTOR

At Licking Heights Local Schools, our commitment to student success drives everything we do. We believe in providing equitable, personalized learning experiences focused on building character skills and achieving academic excellence. Our comprehensive framework, addressing milestones from kindergarten readiness to college and career competencies, ensures that every student thrives academically, socially, and emotionally. We are dedicated to creating a positive school culture where students can explore their talents through extracurricular activities, fostering well-rounded and socially responsible citizens.

To be successful at Licking Heights Local Schools, staff members must embody a range of skills, including:

• Passion for education and student well-being
• Effective mentoring and guidance for students
• Strong communication and collaboration skills
• Continuous learning and professional development
• Forward-thinking planning and strategic decision-making
• Openness to two-way communication and community engagement

We are dedicated to supporting our staff through comprehensive induction, providing  ongoing professional development aligned with our district's vision, and creating a safe and empowering school environment where every individual can flourish. Join us in our mission to provide an exceptional education experience that prepares students for success in school, career, and life.

JOB GOAL: To provide professional development for teachers and to provide them with additional support needed to implement various instructional programs and practices.  

QUALIFICATIONS:

• Valid Ohio Teaching License
• Master’s degree (MA) or equivalent;
• Three years of successful teaching experience
• Expertise in Adolescent Literacy or Adolescent Mathematics
• Training and experience with mentoring and coaching adult learners
• Such alternatives to the above qualifications as the Superintendent and/or Board of Education may find appropriate

PERFORMANCE RESPONSIBILITIES:

•  Lead Professional Learning Communities in collecting, housing, and analyzing data to increase student achievement including preparation of data reports and progress monitoring.
• Provide personalized professional development for teachers in support of their professional growth plans and building goals.
• Facilitates data conversations with teachers in various settings (large group, small group, 1:1) regarding HQSD.
• Work with teachers / administrators in implementation and support of the building work plan.
• Work with the building principals / teacher leaders to coordinate, deliver and provide appropriate 7-12 professional development and coaching plan
• Facilitate external professional development based on district and individual teacher needs.
• Work with building and district leadership to plan, implement, and coordinate MTSS processes and procedures
• Effectively communicate accurate and up to date information to teachers, principals and students that will enhance student learning.
• Create a positive atmosphere that promotes cooperation and collaboration with administration, coworkers and students.
• Continuously monitor, track and analyze student achievement data in order to identify needed support and strategies.
• Work closely with teachers and administration to implement the Local Literacy Plan.
• Support vertical alignment of curriculum and instruction across grades 7–12 to ensure continuity, coherence, and progression of learning within and across content areas.
• Hold meetings with grade level teachers and administrators as needed
• Model lessons for teachers, observe teachers, fidelity checks and coach teachers as part of ongoing coaching cycles.
• Assist building and district level administrators to improve DLT/BLT/TBT systems and processes
• Serve as a lead collaborator with content area teachers to design short-cycle assessments

WORK ENVIRONMENT CHARACTERISTIC CONDITIONS:

The work environment characteristics, described here, are not listed in order of importance, and are representative of those an employee encounters while completing the duties and responsibilities of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the responsibilities. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.

• Frequent work that may extend beyond the normal workday
• Occasional exposure to blood, bodily fluids and tissue
• Occasional operation of a vehicle under inclement weather conditions
• Occasional interaction among unruly children/adults            
• Many situations that require hand motion, e.g., computer keyboard, typing and writing
• Consistent requirements to sit, stand, walk, hear, see, read and speak, reach, stretch with hands and arms, crouch, kneel and climb and stoop
• Consistent requirements to lift, carry, push and pull various supplies and/or equipment up to a maximum of 50 pounds