Full Time Virtual Instructional Coach Jobs (NOW HIRING)

Job Description: Benefits: Health insurance Paid time off Vision insurance 401(k) Dental insurance Job Title: Instructional Coach Classification: Non-Exempt; Full-time Supervisor: Education Manager Pay Grade: Grade 11; step depending on experience and qualifications Schedule: Monday through Friday, 8:00 a.m.-5:00p.m.; 12 Month Employee. hours may vary based on program needs. Position Summary The Instructional Coach provides individualized, practice-based coaching and instructional support to Head Start and Early Head Start teaching staff to strengthen effective teaching practices, responsive caregiving, classroom environments, child engagement, and positive adult-child interactions for infants, toddlers, and preschool-aged children. This position supports teaching staff in applying developmentally appropriate and evidence-based practices aligned with the Head Start Early Learning Outcomes Framework. The Instructional Coach works collaboratively with teachers, Teacher Assistants, Education Managers, Site Managers, and other program staff to support professional growth and classroom quality. The position conducts classroom observations, provides reflection and feedback, assists with the implementation of effective instructional practices, and uses coaching and observation information to support continuous improvement. Coaching is provided through the Practice-Based Coaching model, including shared goals, action planning, focused observation, reflection, feedback, and follow-up. Connection to EOAC's Work Vision: Every family thriving. Mission: EOAC moves families forward by connecting them to opportunities that build lasting stability. Every EOAC position contributes to the agency’s mission, values, and strategic plan. The Instructional Coach supports EOAC’s work by helping teaching staff strengthen classroom practices and provide high-quality learning and caregiving experiences that promote positive outcomes for children and families. · Putting people first by supporting practices that promote children’s safety, development, learning, engagement, and well-being while building respectful and supportive relationships with teaching staff. · Acting with integrity by providing objective feedback, maintaining confidentiality, completing accurate documentation, and following Head Start, licensing, and EOAC requirements. · Working together by developing collaborative coaching relationships with teaching staff and partnering with Education leadership and program staff to address classroom needs. · Focusing on results by establishing meaningful coaching goals, using observation and assessment information, monitoring progress, and supporting improvements in teaching practices and classroom quality. Key Outcomes · Teaching staff receive consistent, individualized, and meaningful instructional coaching that supports professional growth. · Coaching goals and action plans are clearly established, documented, monitored, and followed through. · Classroom observations and quality-assessment activities identify strengths, areas for improvement, and opportunities for additional support. · Teaching staff receive timely, specific, objective, and constructive feedback that supports improved classroom practice. · Developmentally appropriate, evidence-based, culturally responsive, and linguistically responsive teaching and caregiving practices are supported and implemented. · Required CLASS, QCIT, Classroom Environmental Checklist, Frog Street Fidelity, and other assigned observation activities are completed accurately and on time. · Coaching documentation, ChildPlus records, Coaching Logs, Weekly Schedules, and other required records are accurate, timely, and complete. · Coaching information and classroom trends are used to support professional development, Continuous Quality Improvement, classroom quality, and positive outcomes for children. Essential Duties and Responsibilities Instructional Coaching · Provide individualized instructional coaching to assigned Head Start and Early Head Start teachers and Teacher Assistants using the Practice-Based Coaching model. · Establish collaborative coaching relationships that promote trust, reflection, professional growth, and accountability. · Develop shared coaching goals and individualized action plans based on identified needs and aligned with program goals, school readiness goals, curricula, and professional development priorities. · Conduct coaching cycles that include focused observation, reflection, feedback, practice, and follow-up. · Provide timely, specific, objective, and constructive feedback regarding teaching and caregiving practices. · Facilitate reflective conversations that help teaching staff examine and strengthen their classroom practices. · Model effective instructional, caregiving, child engagement, classroom management, and behavior-support practices as appropriate. · Provide technical assistance to support the implementation of developmentally appropriate and evidence-based practices. · Assist teaching staff in applying professional development and training to daily classroom practice. · Identify professional development needs through coaching, observations, assessments, monitoring results, and teacher input. Classroom Observation and Quality Assessment · Conduct scheduled and informal classroom observations to support coaching and classroom quality. · Complete required Classroom Environmental Checklists two times per year. · Complete Formal CLASS Observations for Head Start two times per year as assigned. · Conduct Informal CLASS observations as needed. · Complete required QCIT observations for Early Head Start two times per year. · Complete the Frog Street Fidelity Tool during Formal Observations as required. · Use observation and assessment information to identify strengths, coaching priorities, and areas requiring additional support. · Communicate significant classroom, safety, compliance, or performance concerns to the appropriate Education leadership. · Keep coaching focused on helping staff improve their classroom practices and separate from supervision or disciplinary action. Teaching and Child Development Support · Support teaching staff in implementing developmentally appropriate practices for infants, toddlers, and preschool-aged children. · Promote responsive caregiving, positive adult-child interactions, child engagement, and effective learning environments. · Support instructional practices that promote children’s language, cognitive, social-emotional, physical, and overall development. · Support culturally and linguistically responsive teaching and caregiving practices. · Support strategies that respond to individual children’s developmental and learning needs, including children with disabilities or developmental delays. · Reinforce practices aligned with the Head Start Early Learning Outcomes Framework and approved program curricula. · Promote developmentally appropriate approaches to behavior guidance and positive social-emotional development. Documentation and Compliance · Document coaching activities, observations, goals, action plans, feedback, follow-up, and progress in ChildPlus. · Maintain accurate Coaching Logs and other required coaching records. · Submit the Weekly Schedule to the Education Manager each Friday in accordance with program procedures. · Complete required ChildPlus documentation by the end of each workday. · Maintain complete and accurate records to support program monitoring, reporting, audits, and Continuous Quality Improvement. · Maintain confidentiality regarding children, families, employees, personnel matters, and program information. · Support compliance with Head Start Program Performance Standards, the Head Start Early Learning Outcomes Framework, Texas Child Care Licensing requirements, and EOAC policies and procedures. · Report documentation, compliance, safety, or procedural concerns to the appropriate Education leadership. Collaboration and Continuous Quality Improvement · Review coaching, observation, assessment, and classroom-quality information to identify trends and areas of opportunity. · Communicate relevant coaching trends, classroom needs, and professional development opportunities to Education Managers and program leadership. · Communicate regularly with the Education Manager, Assistant Director of Program Services, and other appropriate staff about coaching needs, trends, and progress toward program goals. · Participate in Continuous Quality Improvement activities related to classroom quality, instructional practices, teacher development, and child outcomes. · Assist with implementation of approved instructional strategies, curriculum practices, professional development initiatives, and program improvements. · Collaborate with Education Managers, Site Managers, teachers, Teacher Assistants, and other program staff to strengthen classroom quality. · Participate in staff meetings, professional development activities, planning sessions, and other program activities as assigned. Core Competencies · Practice-Based Coaching: Uses coaching strategies that promote reflection, professional growth, accountability, and improvement. · Early Childhood Practice: Applies sound early childhood practices to support effective teaching, responsive caregiving, and child development. · Observation and Feedback: Conducts objective observations and provides clear, specific, and constructive feedback. · Communication and Relationship Building: Builds respectful, collaborative relationships and communicates effectively with teaching staff and leadership. · Organization and Follow-Through: Manages coaching assignments, observations, documentation, schedules, and deadlines accurately and consistently. · Professional Judgment: Recognizes concerns, maintains appropriate professional boundaries, and communicates matters requiring additional guidance or management attention. · Continuous Improvement: Uses observation, data, reflection, and feedback to identify opportunities for improvement and support progress. · Professionalism and Confidentiality: Maintains confidentiality, objectivity, ethical conduct, and professionalism in all interactions. Knowledge and Skills · Knowledge of infant, toddler, and preschool child development and developmentally appropriate early childhood practices. · Understanding of responsive caregiving, positive adult-child interactions, child engagement, social-emotional development, and effective classroom environments. · Knowledge of Head Start and Early Head Start program requirements, the Head Start Early Learning Outcomes Framework, and applicable Texas Child Care Licensing requirements. · Understanding of Practice-Based Coaching principles and effective instructional and professional development practices. · Knowledge of adult learning principles and effective coaching strategies. · Ability to use observations, assessments, and program data to identify coaching needs and support program and school readiness goals. · Ability to observe classroom practices, identify strengths and areas for improvement, provide constructive feedback, and support implementation of effective teaching practices. · Strong communication, interpersonal, organizational, and problem-solving skills, with the ability to manage multiple assignments and maintain accurate documentation. · Strong computer skills, including Microsoft Office, ChildPlus, electronic documentation systems, data collection tools, and technology used for communication and reporting. · Ability to maintain confidentiality, exercise sound professional judgment, and work collaboratively with teaching staff, Education leadership, and other program staff. Qualifications · Bachelor’s degree in Early Childhood Education, Child Development, Early Childhood Special Education, Human Development, or a closely related field. · Minimum of two years of professional experience working with infants, toddlers, and/or preschool-aged children in an early childhood setting. · Must successfully complete all required pre-employment requirements, including applicable background checks and pre-employment drug screening. · Must possess and maintain a valid driver’s license. · Must be able to travel between EOAC locations as required to perform job duties and attend required meetings, trainings, conferences, or other program-related activities. Preferred Qualifications · Experience working in a Head Start or Early Head Start program. · Experience providing coaching, mentoring, technical assistance, or professional development to early childhood staff. · Experience conducting classroom observations and providing professional feedback. · Experience using the Practice-Based Coaching model or a similar coaching approach. · Experience with CLASS, QCIT, Frog Street Fidelity, or similar classroom observation and quality-assessment tools. · Training or experience in adult learning principles and the use of assessment data to guide individualized coaching. Physical Demands and Work Environment · Ability to sit, stand, walk, bend, stoop, kneel, and work at floor level for periods of time while observing and supporting classroom activities. · Ability to lift, carry, push, or pull materials and equipment weighing up to 30 pounds occasionally. · Ability to safely navigate active classroom, playground, and other program environments. · Ability to maintain visual and auditory awareness of children, staff, and classroom activities. · Regular exposure to classroom noise, active movement, cleaning and classroom materials, outdoor conditions, and communicable illnesses commonly associated with early childhood settings. Other Duties This job description is not intended to list every duty, responsibility, or qualification associated with the position. The Instructional Coach may be assigned additional duties by the Education Manager or program leadership as needed to support Head Start operations and EOAC’s mission.