About this role
Application Procedure The Scituate School Department actively seeks applications from the most capable, professional candidates. Please apply through SchoolSpring.com. In order to be considered, you must submit a complete SchoolSpring application. Incomplete SchoolSpring applications will not be considered. If selected for hire, you will be required to provide the following items in person: 1. W-4 2. Federal BCI (Done through your local police department or State Attorney General's Office) 3. I-9 (Must be filled out in person). Please bring appropriate documentation. About Scituate, Rhode Island Nestled in northwestern Rhode Island, just 12 miles west of Providence, Scituate is a scenic, historic town of about 10,300 residents. It is known for its rolling woodlands, pristine lakes and reservoirs, classic New England charm, and the Scituate Reservoir, Rhode Island’s largest source of drinking water. The community maintains a close-knit, family-oriented atmosphere that balances rural tranquility with easy access to nearby cultural and economic opportunities and takes pride in its heritage, natural beauty, and high-quality schools. More About the Scituate School Department The Scituate School Department is a public school district serving approximately 1,200 students across five schools: three elementary schools (Clayville, Hope, and North Scituate Elementary Schools, PreK–5), Scituate Middle School (grades 6–8), and Scituate High School (grades 9–12). Our dedicated educators, support staff, and administrators work as a professional learning community, sharing responsibility to ensure that every student is engaged, challenged, and supported in reaching their full potential. With about 150 certified and non-certified staff members, Scituate’s schools provide a personalized educational experience that emphasizes academic excellence, innovation, and strong community connections. We are committed to college and career readiness, social-emotional well-being, inclusive learning environments, and close partnerships with families and the wider community. For additional information, please visit www.scituateschoolsri.net. We invite you to explore our schools, meet our learning community, and discover why Scituate is such a special place to work and learn. SUMMARY OF RESPONSIBILITIES: The Scituate School Department seeks a collaborative, reflective, and student-centered Instructional Coach who is committed to improving student achievement in literacy and mathematics by strengthening instructional practice across the district. The Instructional Coach partners with teachers and school leaders to build instructional capacity through job-embedded coaching, collaborative inquiry, professional learning, and data-informed decision-making. The successful candidate will support the implementation of high-quality Tier 1 instruction, assist schools in developing effective Tier 2 intervention systems, and, as appropriate, provide targeted Tier 2 or Tier 3 interventions for students. The Instructional Coach will use evidence-based literacy and mathematics practices to improve student outcomes while helping educators develop sustainable instructional systems that ensure all students receive the support and enrichment they need. This is a non-supervisory position designed to build educator capacity through coaching, collaboration, and continuous improvement. An interview is required. Instruction and Learning Coach teachers in the implementation of evidence-based instructional practices in literacy and mathematics. Model high-quality Tier 1 instruction through demonstration lessons, co-teaching, and classroom support. Support teachers in lesson planning, differentiation, questioning strategies, formative assessment, and student engagement. Assist teachers in implementing district curriculum, instructional frameworks, and high-impact instructional strategies. Promote rigorous, equitable instruction that provides access and opportunity for all learners. Build teacher capacity through reflective coaching conversations and collaborative planning. Multi-Tiered Systems of Support (MTSS) Support schools in implementing a comprehensive Multi-Tiered System of Supports (MTSS) for literacy and mathematics. Assist teachers in designing, implementing, and monitoring evidence-based Tier 2 interventions. Collaborate with school teams to identify students requiring Tier 2 or Tier 3 supports through universal screening, progress monitoring, classroom assessments, and other data sources. Provide targeted Tier 2 or Tier 3 intervention services, as assigned, while modeling effective intervention practices for classroom teachers. Assist teachers and intervention teams in monitoring student response to intervention and adjusting instruction accordingly. Assessment Leadership and Data-Informed Practice Assist in coordinating the administration of district literacy and mathematics assessments, including universal screening, benchmark, diagnostic, progress monitoring, and state assessments. Assist in coordinating the implementation and administration of district assessment systems, including i-Ready, Star Assessments, and other district-approved assessment and progress monitoring tools. Assist in coordinating and developing district assessment calendars, administration procedures, and guidance to ensure consistent implementation across schools. Analyze district, school, grade-level, classroom, and student assessment data to identify trends, strengths, instructional priorities, and opportunities for improvement. Facilitate data review meetings with teachers, administrators, and Professional Learning Communities to inform instructional planning and intervention decisions. Support teachers in interpreting assessment results and using data to strengthen Tier 1 instruction, identify students requiring intervention, and monitor student growth. Assist with the analysis of Rhode Island Comprehensive Assessment System (RICAS) and other state assessment results to inform district improvement planning. Collaborate with district leadership to evaluate the effectiveness of instructional programs, interventions, and district initiatives using multiple measures of student achievement. Prepare reports, presentations, and data summaries for district leadership, school improvement teams, and other stakeholders. Assessment and Data-Informed Practice Analyze universal screening, benchmark, diagnostic, and classroom assessment data with teachers and school teams. Support teachers in using assessment data to plan instruction, identify learning gaps, and monitor student growth. Facilitate collaborative data discussions during Professional Learning Communities. Use coaching and student performance data to inform professional learning priorities. Professional Learning Design and facilitate professional learning focused on literacy, mathematics, instructional best practices, and MTSS. Support Professional Learning Communities common planning time through collaborative inquiry, lesson study, student work analysis, and instructional reflection. Stay current on educational research related to literacy, mathematics, intervention, and instructional coaching. Design and facilitate professional learning related to assessment literacy, data analysis, progress monitoring, and the effective use of district assessment systems. Collaboration and Communication Collaborate with teachers, administrators, interventionists, special educators, and related service providers to improve student outcomes. Support district initiatives related to curriculum, instruction, assessment, PLCs, MTSS, and continuous improvement. Build trusting relationships that promote reflection, collaboration, innovation, and collective responsibility for student success. Communicate effectively with staff, families, and district leadership regarding instructional initiatives and student support. Continuous Improvement Collaborate with district and school leaders to monitor the implementation of curriculum, instruction, assessment, and MTSS initiatives. Identify districtwide instructional trends and recommend professional learning, coaching priorities, and system improvements based on multiple sources of evidence. Support the continuous improvement process by using assessment, walkthrough, PLC, and student outcome data to inform district decision-making. Professional Responsibilities Maintain confidentiality and professionalism in all coaching relationships. Demonstrate that coaching is collaborative, supportive, and non-evaluative. Contribute positively to the district's culture of continuous improvement. Engage in ongoing professional learning. Adhere to district policies and all applicable state and federal regulations. Perform other duties as assigned by the Superintendent or designee. Equal Employment Opportunity The Scituate School Department does not discriminate based on age, sex, sexual orientation, marital status, race, religion, national origin, color, creed, political affiliation, or disability in any of its educational programs, activities, or employment practices. For inquiries regarding non-discrimination policies, contact: Equal Employment Officer P.O. Box 188, North Scituate, RI 02857 Phone: (401) 647-4100 Email: [email protected] Inquiries may also be directed to: Office for Civil Rights, U.S. Department of Education (Boston Office) 5 Post Office Square, 8th Floor, Boston, MA 02109-3921 Phone: (617) 289-0111 Fax: (617) 289-0150 Email: [email protected] https://www.clerkshq.com/Content/Attachments/Scituate-ri/260608_03g12.pdf?clientSite=Scituate-ri
Qualification Requirements: Education Valid RI teacher certification required. Preference will be given to candidates with elementary certification. Master’s degree in Education, Curriculum, Instruction or related field Compliance with all Rhode Island Department of Education requirements. Experience Minimum of five years of successful teaching experience. Demonstrated successful experience in instructional coaching and/or adult learning preferred. Experience in using the Eureka and ARC curriculum and pedagogy preferred. Evidence of improved student outcomes and closing achievement gaps in previous roles. Skills Strong disposition of curiosity and openness Strong knowledge of effective instructional strategies and best practices Excellent communication, collaboration, and interpersonal skills Ability to analyze data and use it to inform instructional practices Proficiency with educational technology and digital tools Strong organizational and time-management skills Strong interpersonal and collaboration skills Strong communication, collaboration, and interpersonal skills. Commitment to creating an inclusive and supportive learning environment for all students. Working Conditions This position works in a school environment. The instructional coach will need to travel between schools within the School Department. Terms of Employment Salary and benefits in accordance with the Scituate Teachers' Association Collective Bargaining Agreement. Employment is contingent upon successful completion of all required state and federal background checks, including fingerprint-based criminal history checks. Citizenship, residency, or a work visa is required. Required Skills and Competencies Knowledge of Google Apps for Work, MS Office, including Word, Excel, Access, and PowerPoint The ability to work effectively with others at all levels of an organization, including colleagues, parents, students, and administrators The ability to identify challenges and be flexible to actively work to find solutions Outstanding interpersonal and teamwork skills Openness and responsiveness to feedback Demonstrate exemplary oral and written communication and listening skills. Strong organizational and project management skills. Proven ability to collaborate effectively with administrators, staff, families, and community stakeholders. Successful interview Evidence of supporting a vision that reflects ALL STUDENTS Such alternatives to the above qualifications as the Director, Superintendent, and School Committee may find appropriate. Physical Demands and Work Environment The physical demands described are representative of those required to perform the essential functions of the position. Reasonable accommodations may be made for individuals with disabilities. Regularly required to sit, stand, walk, talk, and hear. Vision requirements include close and distance vision. Valid driver’s license and travel between locations as necessary. The position may require driving, extended hours, and public interaction. The work environment may involve moderate to loud noise levels, depending on location and activity.