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Data Coach Jobs (NOW HIRING)

Tmhcc

Director, Data Engineering

Houston, TX

You will help others build code to extract raw data, coach the team on techniques to validate its quality, and apply your deep data knowledge to ensure the correct data is ingested across the ...

Flowers Early Learning

Education Coach

Paw Paw, MI · On-site

$28.67/hr

... data. Coaches are certified CLASS observers for the agency and help ensure that all classrooms comply with Flowers Early Learning Policies and Procedures. Job Type:Full Time, Year-Round (12-months ...

Flowers Early Learning

Education Coach

Paw Paw, MI · On-site

... data. Coaches are certified CLASS observers for the agency and help ensure that all classrooms comply with Flowers Early Learning Policies and Procedures. Job Type:Full Time, Year-Round (12-months ...

Peraton

Data Administration Coach

$135K - $216K/yr

The Data Administration Coach will: * Provids advanced technical support in the research, experimentation, business analysis and use of systems technology including architecture, integration ...

Flowers Early Learning

Education Coach

Paw Paw, MI · On-site

$25.64 - $28.67/hr

... data. Coaches are certified CLASS observers for the agency and help ensure that all classrooms comply with Flowers Early Learning Policies and Procedures. Job Type: Full Time, Year-Round (12-months ...

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Data Coach information

What are the key skills and qualifications needed to thrive as a Data Coach, and why are they important?

To thrive as a Data Coach, you need expertise in data analysis, data literacy, and instructional design, often supported by experience in education or data-driven environments. Familiarity with data visualization tools (such as Tableau or Power BI), spreadsheet software, and learning management systems is typically required. Strong communication, facilitation, and relationship-building skills help you effectively support and empower educators or teams. These skills ensure you can bridge the gap between data insights and actionable improvements, driving informed decision-making and growth.

What is a Data Coach?

A Data Coach is a professional who helps individuals or organizations understand, interpret, and utilize data effectively to make informed decisions. They work closely with teams to develop data literacy, design data-driven strategies, and foster a culture of continuous improvement using data insights. Data Coaches often provide training, support, and guidance on best practices in data collection, analysis, and visualization. Their goal is to empower others to confidently use data in their everyday work.

How does a Data Coach typically support team members in developing data literacy skills?

A Data Coach often works closely with individuals and teams to assess their current data literacy levels and tailors training or workshops to address specific gaps. They provide hands-on support, such as guiding staff through data analysis processes, helping to interpret results, and recommending best practices for data-driven decision making. Collaboration is key, as Data Coaches regularly partner with educators, analysts, or business teams to embed data skills into daily workflows and foster a culture of continuous learning. This role typically involves regular check-ins and feedback to ensure that team members are confident and capable in using data effectively.

What is the difference between Data Coach vs Data Analyst?

AspectData CoachData Analyst
Required CredentialsTypically requires a background in education, data management, or related fields; certifications in data tools are commonUsually requires a degree in statistics, mathematics, or related fields; certifications in data analysis tools are common
Work EnvironmentOften works in educational or corporate training settings, focusing on data literacy and coachingWorks in various industries analyzing data sets, creating reports, and providing insights
Employer & Industry UsageUsed by educational institutions, corporate training programs, and non-profitsUsed across industries like finance, healthcare, marketing, and technology

While both roles involve working with data, a Data Coach primarily focuses on training and guiding others to understand and use data effectively, often in educational or training environments. A Data Analyst, on the other hand, analyzes data to generate insights and support decision-making within organizations.

More about Data Coach jobs
What cities are hiring for Data Coach jobs? Cities with the most Data Coach job openings:
What states have the most Data Coach jobs? States with the most job openings for Data Coach jobs include:
What job categories do people searching Data Coach jobs look for? The top searched job categories for Data Coach jobs are:
Data Coach jobs near you
Infographic showing various Data Coach job openings in the United States as of July 2026, with employment types broken down into 43% Full Time, 55% Part Time, 1% Temporary, and 1% Contract. Highlights an 97% Physical, 1% Hybrid, and 2% Remote job distribution.
Instructional Coach, Title I - Ridgeview Elementary

Instructional Coach, Title I - Ridgeview Elementary

North East Independent School District

San Antonio, TX • On-site

$3.5K/wk

Full-time

Posted 5 days ago

North East Independent School District rating

6.5

Company rating: 6.5 out of 10

Based on 20 frontline employees who took The Breakroom Quiz

338th of 565 rated elementary and secondary schools

Job description

RESUME MUST BE SUBMITTED WITH APPLICATION
POSITION IS FEDERALLY FUNDED AND CONTINGENT UPON THE AVAILABILITY OF FUNDS
Location: Ridgeview ES
Work Schedule: 10 Months
Work Type: Regular Full-Time
Exempt: Yes
SALARY RANGE $57,500- $65,965
*STIPEND $3,500
REASONS TO JOIN NEISD
Click here to view compensation information for Educational Professional jobs
In addition, this assignment may qualify for the following stipends:
Advanced Degree Stipends
Performance and Other Supplemental Stipends
Bilingual & ESL Stipends
Click here to view additional compensation information.
Click here for Job Safety Information
IMPORTANT INFORMATION REGARDING CALCULATION OF PAY: The annual pay for this position is pro-rated based on the effective date of the assignment Click here to calculate pro-rated compensation and further information
EDUCATION :
Bachelors Degree
Five years' teaching experience in the content area Experience in a position of leadership: mentoring, Grade Level Chair, DEIC, CIC, other campus and/or district committees, presenting professional learning for large groups and/or conferences
CPE hours in the areas of; PLC, Teacher Clarity, Curriculum Design, Eduphoria AWARE, MAP
CERTIFICATION :
Valid Texas Teaching Certificate by the State Board for Educator Certification
High School Diplomas and college/university degrees must be obtained from an accredited program or university approved by the United States Department of Education and the Texas Education Agency.
PRIMARY PURPOSE SUMMARY :
Focuses on facilitating improved educator practice in the classroom with the primary indicator being student achievement, utilizing the coaching cycle to work with educators as equal partners towards these goals.
ESSENTIAL REQUIREMENTS AND RESPONSIBILITIES:
Classroom Supporter
1. Provides direct support to educators in their classrooms through co-planning, co-teaching, and modeling effective instructional strategies.
2. Increases the quality and effectiveness of classroom instruction as they partner with teachers.
3. Models research-based instructional practices.
Curriculum Specialist
4. Utilizes curriculum documents to unpack standards, create learning targets, and develop success criteria
5. Empowers educators to utilize effective formative and common assessment strategies to gain evidence of mastery of learning outcomes and inform instructional decisions
6. Understands content standards and supports teachers in the development of and implementation of learning progressions
7. Facilitates vertical articulation of the respective PreK-5 content program.
Instructional Specialist
8. Assists teachers in brainstorming and implementing instructional strategies to ensure students successfully access and understand TEKS.
9. Supports teachers to differentiate instruction.
10. Collaboratively plans, models, co-teaches, observes, and provides feedback to teachers to increase instructional efficacy.
11. Encourages teachers to design learning experiences that support higher-order thinking and a deeper understanding.
12. Empowers teachers to maximize opportunities for all learners to be active participants in the classroom through student engagement.
13. Attends district grade level Math/Science/Literacy/Early Childhood workshops/meetings with each grade level team to ensure implementation of best teaching practices and effectively articulate the information with teachers.
14. Fosters an expectation of participation and individual growth through collaboration within PLCs.
Learning Facilitator
15. Helps coordinate and facilitate learning experiences for school staff.
16. Engages teachers in inquiry and collaboration to design action plans based on areas of need.
17. Designs and leads various professional learning opportunities at the campus and district level.
18. Supports the implementation of new learning in individual classrooms, team settings, and/or school-wide initiatives.
19. Helps develop, implement, and monitor the campus professional learning plan.
20. Recommends professional learning based on data, student and teacher needs.
21. Mentors new teachers to use best instructional practices and resource materials.
22. Builds capacity of campus teachers to effectively implement District Math/Science/Literacy/Early Childhood curriculum programs.
23. Provides professional development in the effective use of District adopted textbooks, software, and other resource materials related to Math, Science, Literacy, and Early Childhood programs
Data Coach
24. Lead conversations that engage teachers in analyzing and using a variety of data to strengthen instruction.
25. Facilitates decision-making based on student work, common assessments, MAP data, and summative data.
26. Assists teachers and leaders with utilizing student data to drive decision making at multiple levels including; individual student, classroom, grade level, and school level.
27. Models and assists teachers in reflective practices based on data.
28. Collaborates with teachers and administration to examine student learning data, instructional strategies, and curriculum to support continuous improvement.
29. Coordinates and supports individual student needs outside of the school day.
Catalyst for Change
30. Models and facilitates continuous improvement in the classroom and school level.
31. Challenges the status quo, asks questions, and facilitates difficult conversations helping to shape the culture of the school.
32. Focuses on continuous improvement through research-based evidence and professional learning opportunities; change begins with the learning process.
33. Collaborates in decision-making with teachers and leaders.
34. Helps teachers retain what they learn through practice and helps teachers transfer/synthesize their learning by co-planning ways to use the information in new settings.
35. Actively listens and effectively communicates ideas to develop a shared vision and goals with teachers.
36. Utilizes a partnership approach to problem-solving.
37. Fosters a safe and trusting environment for educators.
38. Respectfully shares alternatives and refinements for teacher instructional practice and curriculum revisions.
Advocate
39. Advocates for student learning and all decisions derive with the best interest of students in mind.
40. Advocates for meaningful learning experiences that lead to student achievement.
41. Individualizes coaching and teaching approaches to respect diverse learning needs and styles.
42. Builds teacher efficacy by grounding efforts based on research-based practices.
43. Coordinates family Math/Science/Literacy/Early Childhood related programs and related parent involvement activities.
Other Roles and Responsibilities
44. Maintains Math/Science/Literacy/Early Childhood curriculum materials collection and distribution system.
45. Attends and participates at all Instructional Coaches' Meetings and Content Focus Meetings (monthly).
46. Meets with Principal following the meetings to share information and discusses plan for disseminating information to others.
47. Disseminates information (i.e. updates, deadlines, etc.) to campus and staff within one week following IC Meetings and Content Focus Meetings via GLC meetings, faculty meetings, PLCs, and/or purposefully crafted newsletters or bulletins.
48. Provides support to teachers based on the information learned at the meetings.
49. Provides professional development a minimum of once in the fall and once in the spring during designated campus professional development time.
50. Coordinates and facilitates a minimum of one event for the campus community during the school year.
51. Reports to campuses five (5) days before teachers and work five (5) days after teachers to fulfill any campus-assigned duties and/or district expectations.
54. Effectively manages personal time, including maintaining a daily, weekly, and/or monthly log of activities.
55. Maintains confidentiality of information.
56. Reports to work on time every day.
57. Performs additional duties and accepts other responsibilities as may be assigned.
QUALIFICATION REQUIREMENTS:• Knowledge of subjects assigned and general knowledge of curriculum and instruction
• Strong organizational, communication and interpersonal skills
• Ability to instruct students and manage their behavior
• Ability to adjust and be flexible to a multitude of situations as they occur
• Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community
• Ability to effectively present information to top management, public groups, and/or boards of directors
• Ability to concentrate, interpret policy and procedures, reason, understand verbal instructions, analyze, differentiate, memorize, read, coordinate, compile, compute, instruct, and maintain emotional control
• Ability to manage several roles
• Ability to work one on one with teachers as well as to oversee a broader professional development effort in the school and district
• Valid Texas Driver's License with driving record that meets the requirements of the District
PHYSICAL DEMANDS:While performing the duties of this Job, the employee is regularly required to stand; walk and talk or hear. The employee is frequently required to use hands to finger, handle, or feel; reach with hands and arms and stoop, kneel, crouch, or crawl. The employee is occasionally required to sit; climb or balance and taste or smell. The employee must regularly lift and /or move up to 25 pounds and occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and ability to adjust focus. The employee is occasionally required to drive personal vehicle in the performance of assigned tasks.
WORK ENVIRONMENT:The employee is frequently exposed to outside weather conditions. The employee is occasionally exposed to wet and/or humid conditions; moving mechanical parts; fumes or airborne particles; toxic or caustic chemicals and risk of electrical shock. The noise level in the work environment is usually moderate.
Application to a specific job opening does not guarantee an individual will maintain this assignment permanently upon employment. All employees are subject to reassignment based on their qualifications and the needs of the District.
While all applications will be reviewed, not all applicants will be interviewed.
North East Independent School District does not to discriminate on the basis of age, race, religion, color, national origin, sex, marital or veteran status, disability (or relationship or association with an individual with a disability), genetic information or other legally protected status in its programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.

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