Position Title: INSTRUCTIONAL IMPROVEMENT SPECIALIST
Reports to: Director of Instructional Coaching & Teacher Learning
Principals of designated schools
Supervises: n/a
Term: 11 months
GENERAL SUMMARY
The Instructional Improvement Specialist (IIS) provides intensive, job-embedded instructional leadership and support to teachers, instructional coaches, and school administrators in designated priority schools. The primary focus of the position is improving the quality, consistency, and effectiveness of instruction in state-tested English Language Arts, Mathematics, and Science courses and increasing student achievement on End-of-Grade (EOG) and End-of-Course (EOC) assessments.
The Instructional Improvement Specialist will provide direct instructional support to both Vance County High School and Advance Academy. The IIS will work closely with the schools’ Instructional Leadership Teams (ILTs) and the Director of Instructional Coaching and Teacher Learning to strengthen standards-aligned instruction, professional learning communities, assessment practices, intervention and acceleration strategies, and the use of student learning data.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Instructional Coaching & Professional Learning
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Provide intensive, job-embedded instructional coaching and support to ELA, Mathematics, and Science teachers in EOG/EOC courses through co-planning, modeling, co-teaching, observation, feedback, and targeted professional learning.
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Strengthen teacher practice in standards-aligned planning, instructional rigor, differentiation, pacing, student engagement, assessment, intervention, and enrichment.
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Facilitate and strengthen PLCs and collaborative planning teams, helping teachers unpack standards, analyze student work, plan instruction, establish common expectations, and respond to identified learning needs.
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Conduct non-evaluative classroom observations and develop responsive coaching support based on teacher needs, student performance, and school improvement priorities.
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Build the capacity of teachers, instructional coaches, and teacher leaders to sustain effective instructional practices and collaborative improvement efforts.
Data-driven Instructional Planning
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Lead teachers, coaches, and administrators in using state, district, school, classroom, and student-level data to identify instructional priorities, monitor progress, and adjust instruction.
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Support implementation and alignment of the North Carolina Standard Course of Study, district curriculum expectations, instructional pacing, assessments, and resources in ELA, Mathematics, and Science.
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Help teams identify students requiring acceleration, reteaching, intervention, or enrichment and develop appropriate instructional responses, including strategic preparation for EOG and EOC assessments.
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Monitor student growth, proficiency, subgroup performance, and other indicators of learning to identify trends and recommend changes in instructional practice.
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Work directly with students when appropriate to model effective instruction, diagnose learning needs, demonstrate intervention strategies, or support targeted academic improvement, including the unique needs of students served in the alternative school setting.
Continuous Improvement
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Serve as an instructional thought partner to the principals, administrative teams, school-based coaches, and district Director of Instructional Coaching and Teacher Learning.
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Participate in instructional leadership, school improvement, data-review, and collaborative planning processes and assist school leaders in identifying and addressing schoolwide instructional trends.
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Coordinate instructional support across the two assigned schools to ensure coaching, professional learning, resources, and improvement efforts are aligned and responsive to identified needs.
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Maintain appropriate documentation of coaching and instructional support and regularly communicate progress, needs, concerns, and recommended next steps to school and district leadership.
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Evaluate the impact of instructional support through changes in teacher practice, student work, assessment performance, student growth, and proficiency, adjusting strategies and intensity of support as needed.
MINIMUM TRAINING AND EXPERIENCE
Minimum qualifications include a bachelor’s degree from an accredited college or university, a valid North Carolina educator license, and at least five years of successful teaching experience. The candidate must demonstrate a record of positively impacting student achievement, using student- and classroom-level data to inform instructional decisions, and applying strong content and pedagogical knowledge in at least one state-tested area: English Language Arts, Mathematics, or Science. Candidates should also have demonstrated experience in teacher leadership, instructional coaching, PLC leadership, or a comparable role supporting the professional growth of educators, along with strong written and oral communication skills.
Preferred qualifications include a master’s degree in education, curriculum and instruction, educational leadership, or a related field; successful experience teaching or supporting instruction at the secondary level; and prior experience in instructional coaching, Multi-Classroom Leadership, department chair, teacher leadership, or school improvement. Preference will also be given to candidates who can demonstrate measurable success in improving student growth and/or proficiency in a tested subject or in supporting a team that achieved improved student outcomes.
SPECIAL REQUIREMENT
Possession of a valid driver’s license issued by the state of North Carolina
KNOWLEDGE, SKILLS, AND ABILITIES
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Deep knowledge of effective secondary instruction and the North Carolina Standard Course of Study.
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Knowledge of North Carolina EOG/EOC assessment expectations, EVAAS, and other state accountability measures.
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Strong knowledge of instructional coaching, adult learning, professional learning communities, and job-embedded professional development.
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Demonstrated ability to analyze student achievement data and translate findings into specific instructional actions.
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Strong pedagogical knowledge and the ability to recognize effective instruction across multiple content areas.
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Ability to model, co-plan, co-teach, observe, and provide constructive instructional feedback.
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Ability to establish credibility and productive working relationships with teachers, coaches, administrators, and district leaders.
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Strong facilitation, communication, organization, and problem-solving skills.
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Ability to differentiate coaching and professional learning based on varying levels of teacher experience and effectiveness.
DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position. This description may be revised by the supervisor, with HR review and approval, any time.
