Springfield Public Schools is committed to finding the best candidate for the job, including candidates who may come from less traditional professional backgrounds. Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the qualifications as described in the job posting. We encourage you to apply, even if you do not believe you meet every one of the qualifications outlined in the job posting. If you are unsure whether you meet the qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application.
Posting Opens: Wednesday, June 3, 2026
Posting Closes: Open Until Filled
SALARY AND BENEFITS
The salary range is $47,588 - $103,098 depending on education/experience.
ABOUT THE DISTRICT
Springfield Public Schools is located in Springfield, Oregon, in the heart of the Willamette Valley, and serves 185 square miles of the city of Springfield and East/Central Lane County. We are directly to the East of Eugene, where the University of Oregon is located. We currently have approximately 10,000 students, over 1,400 staff members and over 600 teachers in our kindergarten through grade 12 school district. Springfield Public Schools believes student success is our most important outcome. The success of our students depends on the collective community coming together to support “Every Student, Every Day” throughout their K-12 education.
Springfield Public Schools commits to honoring the dignity of every student by creating just, equitable, and fully welcoming environments for learning.
ABOUT THE POSITION
Springfield Public Schools seeks outstanding candidates for the position of Instructional Coach at Page Elementary School. To support this work, successful candidates will possess the following characteristics that support our vision of Every Student, Every Day and share our values:
-
A belief that every student can and will learn;
-
The desire to eliminate inequities in student achievement;
-
The motivation to foster safe, healthy and engaging environments;
-
A commitment to promote an inclusive culture that draws on the assets of students, staff and community.
Coaching is a non-evaluative learning relationship between an Instructional Coach and teacher or group of teachers, with the goal of learning together, thereby improving instruction and student achievement.
Purpose:
The Instructional Coach utilizes the partnership principles with school administration, as well as in support of departments, school teams, PLCs, and teachers to improve student learning. The Instructional Coach helps teams develop and maintain a functioning structure that includes norms, procedures, and the collection and analysis of data. The Instructional Coach focuses on providing individual and team professional development for identified areas of need using research-based instructional strategies. In addition, the Instructional Coach provides personalized support based on the goals and identified needs of individual teachers using a coaching cycle.
JOB REQUIREMENTS/QUALIFICATIONS
Minimum Qualifications
-
A valid state of Oregon teaching license;
Preferred Qualifications:
-
Previous Instructional Coaching experience;
-
Minimum five (5) years successful teaching experience;
-
Leadership positions and/or supporting teachers using effective instructional practices.
Knowledge, Skills and Abilities
-
Knowledge of:
-
Research-based, high-quality instructional practices that meet the needs of all students;
-
How to match research-based practices to support student mastery of Oregon State Standards;
-
Implementation Science/Program Implementation;
-
Structures and facilitation skills to support highly effective teams;
-
Best practices and tools to support adult learners;
-
Strong understanding of multi-tiered systems of support (MTSS) for academics and social/emotional/behavior;
-
Knowledge and experience working in a school or district that implements the concepts of Response to Intervention (RtI);
-
Knowledge of school-wide Positive Behavior Interventions and Supports (PBIS);
-
Understanding of, and responsiveness to, the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds that characterize a K-12 school community in a manner specific to the position.
-
Skills & Abilities:
- Exceptionally strong communication habits and skills;
-
Strong organizational and planning skills;
-
Ability to successfully collaborate with and motivate peers;
-
Deep understanding of data collection and analysis;
-
Ability to foster positive relationships with colleagues;
-
Demonstrate beliefs about productive conversations;
-
Exhibit high level of ethical and confidential regard to student and teacher performance.
ESSENTIAL JOB FUNCTIONS
Instructional coaching in Springfield Public Schools is focused on improving the learning, growth, and achievement of students by providing embedded support and professional learning opportunities to teachers in the following three (3) ways:
School wide Support:
-
Collaborates with building target design team to develop targets and implement district-wide initiatives;
-
Meets regularly with administrators to align coaching activities with building action plan;
-
Collaborates with the building Principal and leadership teams to provide building based professional learning;
-
Data collection, analysis, and interpretation to improve and enhance instruction, support student outcomes and teacher practice;
-
Research and development related to school focus/goals through a collaborative inquiry process.
Team Support:
-
Collaboratively engage in professional learning related to quality instructional practices to build capacity of team members;
-
Support teams with data analysis to enhance instruction and improve student outcomes;
-
Facilitates instructional planning, error analysis and lesson reflection to support student outcomes.
Individual Support:
-
Enrolls teachers in coaching cycles through a partnership approach;
-
Partners with teachers to identify needs and set student-centered goals;
-
Collaborate with teachers to learn about research-based instructional practices to meet student-centered goals;
-
Instructional planning related to formative assessment, lesson design, etc.;
-
Models or utilizes other forms of modeling to demonstrate teaching practices;
-
Reviews and reflects with teachers on progress toward student-centered goals.
Other Notes
This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. This job posting is not a contract of employment or a promise of guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) at any time as it deems advisable.
An Affirmative Action / Equal Opportunity Employer
Springfield Public Schools does not discriminate on the basis of race, color, religion, ancestry, national origin, disability, gender or sexual orientation in admission or access to the treatment of employment in its programs and activities as required by state and federal law. If you have any complaints, please contact Human Resources at (541) 726-3203.
It is our policy to provide qualifying veterans and disabled veterans with preference in employment in accordance with applicable law. Applicants wishing to claim veterans' preference must provide the following military documents verifying their eligibility:
Veterans: A copy of the applicant's Certificate of Release or Discharge from Active Duty (a federal DD Form 214 or 215), which shows character of service upon discharge OR a letter from the U.S. Department of Veterans Affairs indicating the applicant receives a non-service connected pension.
Disabled Veterans: A copy of the applicant's Certificate of Release or Discharge from Active Duty (a federal DD Form 214 or 215), which shows character of service upon discharge AND a copy of the applicant’s veteran's disability preference letter from the U.S. Department of Veterans Affairs (unless the information is included on the DD Form 214 or 215).
For veterans’ preference to apply, the required military documents must be submitted at the time of application submission.
