ZipRecruiter

Log In

1

Instruction Partners Jobs (NOW HIRING)

CGI Inc.

Instruction Design Expert

Fairfax, VA · On-site

Instruction Design Expert Category: Project Management Main location: United States, Virginia ... This role partners with subject matter experts (SMEs), project teams, and stakeholders to create ...

next page

Showing results 1-20

People also search for

All JobsInstruction Partners Jobs

Instruction Partners information

See salary details

$12

$24

$39

How much do instruction partners jobs pay per hour?

As of Jun 8, 2026, the average hourly pay for instruction partners in the United States is $24.62, according to ZipRecruiter salary data. Most workers in this role earn between $20.19 and $27.88 per hour, depending on experience, location, and employer.

What is the difference between Instruction Partners vs Curriculum Specialist?

AspectInstruction PartnersCurriculum Specialist
Required CredentialsTypically requires education degrees, teaching experience, and training in instructional strategiesUsually requires education degrees, expertise in curriculum development, and instructional design certifications
Work EnvironmentWorks directly with teachers, schools, and districts to improve instructionFocuses on designing, developing, and evaluating curriculum materials and resources
Employer & Industry UsageUsed by education organizations, nonprofits, and government agencies to enhance teaching qualityEmployed by educational publishers, school districts, and curriculum development firms

While both roles focus on improving education, Instruction Partners primarily collaborates with teachers and schools to enhance instructional practices, whereas Curriculum Specialists concentrate on creating and refining curriculum content. Both roles require educational credentials and are vital in the education sector, but their daily functions and focus areas differ.

What are Instruction Partners?

Instruction Partners is a nonprofit organization that collaborates with schools, districts, and state education agencies to improve classroom instruction and student learning outcomes. They provide tailored support, resources, and professional development for educators, focusing on evidence-based practices in literacy, math, and curriculum implementation. Instruction Partners works closely with school leaders and teachers to identify instructional challenges, develop strategic plans, and build the capacity of staff to ensure effective teaching and learning. Their goal is to help schools achieve sustainable improvements and equitable results for all students.

How does an Instruction Partners team member typically collaborate with school staff to drive instructional improvement?

Instruction Partners team members frequently work side-by-side with school leaders and teachers, providing coaching, feedback, and strategic planning to enhance instructional practices. Collaboration usually involves regular meetings, classroom observations, and co-development of professional learning opportunities. Team members serve as thought partners and facilitators, helping educators analyze data and implement evidence-based strategies that align with school goals. Effective communication and relationship-building are key, as success depends on fostering trust and shared ownership of improvement efforts.

What are the key skills and qualifications needed to thrive as an Instructional Partner, and why are they important?

To thrive as an Instructional Partner, you need a solid background in curriculum development, instructional strategies, and educational best practices, often supported by a degree in education and classroom teaching experience. Familiarity with data analysis tools, learning management systems (LMS), and instructional coaching frameworks is typically required. Strong communication, collaboration, and problem-solving skills help build trust with educators and support effective change management. These skills are essential for guiding teachers, improving instructional quality, and driving student achievement within schools.
More about Instruction Partners jobs
What cities are hiring for Instruction Partners jobs? Cities with the most Instruction Partners job openings:
What states have the most Instruction Partners jobs? States with the most job openings for Instruction Partners jobs include:
What job categories do people searching Instruction Partners jobs look for? The top searched job categories for Instruction Partners jobs are:
Instruction Partners jobs near you
Infographic showing various Instruction Partners job openings in the United States as of May 2026, with employment types broken down into 81% Full Time, and 19% Part Time. Highlights an 70% Physical, and 30% Remote job distribution, with an average salary of $51,210 per year, or $24.6 per hour.
Instructional Interventionist

Instructional Interventionist

West Virginia Department of Education

Charleston, WV • On-site

Full-time

Posted 19 days ago

Job description

Position Type:
High School Teaching/Secondary Education Teacher
Date Posted:
11/21/2025
Location:
Elkins Mountain School - Randolph County
Closing Date:
Until Filled
County:
West Virginia Schools of Diversion & Transition
POSITION TYPE: Professional
ADMINISTRATIVE UNIT: WV Schools of Diversion and Transition
EMPLOYMENT TERM: 240 days
TYPICAL WORK HOURS: Operating hours of host agency, as specified by the school principal.
SALARY: Pursuant to WV Code §18A-4-17, salary based on experience and education level per CBOE salary schedule plus competitive benefits package (WVSDT Benefits & Total Rewards) equal to approximately 35% of direct compensation.
JOB SUMMARY: Provide instruction to ensure that students meet learning objectives and standards for the appropriate content and grade level.
DUTIES AND RESPONSIBILITIES:
  1. Implement the WV Schools of Diversion and Transition approved program of study.
  2. Foster a classroom climate conducive to learning.
  3. Utilize instructional techniques and methods that increase student learning.
  4. Identify curricular resources, innovative ideas, and instructional strategies to ensure academic achievement.
  5. Identify and select different instructional resources and methods to meet students' varying needs.
  6. Assist students with preparation for their HSE examination.
  7. Collaborate with students to enhance specific skills identified through STAR, TABE, and classroom assessments.
  8. Utilize data to pinpoint and support students requiring intervention.
  9. Monitor student progress toward mastery of instructional goals and objectives.
  10. Assist teachers in assessing strengths and weaknesses, matching these skills with appropriate techniques and materials.
  11. Assist the classroom teacher on matters related to instruction.
  12. Partner with Teachers to develop high-quality intervention plans.
  13. Assist teachers in assessing strengths and weaknesses, matching these skills with appropriate techniques and materials.
  14. Provide small group instruction in collaboration with the Teacher by integrating into classrooms.
  15. Conduct targeted remediation for individual students or small groups in an alternate instructional setting.
  16. Provide small group instruction in collaboration with the Teacher by integrating into classrooms.
  17. Collaborate with teachers in the administration and interpretation of assessment data.
  18. Maintain accurate and complete records of student progress.
  19. Meet professional responsibilities.
  20. Comply with host agency's policies and procedures.
  21. Work in a cooperative manner with host agency staff to ensure a safe and secure environment and the integration of treatment and educational goals.
  22. Maintain and upgrade professional skills.
  23. Perform other duties as assigned by principal/lead teacher.

QUALIFICATIONS:
Required:
  1. Holds or qualifies for a professional teaching certificate, pursuant to West Virginia State Board of Education Policy 5202.
  2. Possesses the knowledge skills and ability to successfully (a) perform the job requirements (b) work within the special setting of a residential school, and (c) work as part of a rehabilitation team in concert with others.

Desired:
  1. Experience or certification in special education and/or experience working with at-risk students.
  2. Background including, but not limited to, demonstrated successful experience with troubled or disruptive youth.
  3. Three (3) years of teaching experience.

EXPECTATIONS:
  1. The staff member works effectively as a member of the educational team.
  2. The staff member demonstrates self-control and exhibit an attitude of mutual respect and tolerance.
  3. The staff member has excellent communication skills, oral and written.
  4. The staff member demonstrates ethical conduct and good work habits including self-motivation and the ability to manage multiple tasks to accomplish high-quality work to meet demanding deadlines.
  5. The staff member demonstrates self-direction and the ability to use software applications for personal productivity and collaboration.
  6. The staff member demonstrates an ability to work effectively with county personnel and other state or local agencies.
  7. The staff member understands that work assignments may change, or be added, as priorities emerge within the WVSDT.

EMPLOYMENT RELATIONSHIP:
Department of Education staff are employed upon recommendation of the State Superintendent of Schools and are state employees. No representative or employee of the state is authorized to enter into any employment contract or other agreement. Department staff work under the direction of the State Superintendent of Schools for the general supervision of the free schools in the state and implementing the policies of the board and other necessary tasks as determined by the State Superintendent of Schools or his/her designee. Each employee is "at-will" and subject to termination by the State Superintendent of Schools at any time, with or without notice, cause or compensation.
The employment relationship between the State Superintendent of Schools and the employee may be terminated by either party. Reasons for termination by the State Superintendent of Schools include, but are not limited to, immorality, incompetency, cruelty, insubordination, intemperance, willful neglect of duty, unsatisfactory performance, the conviction of a felony or a guilty plea or a plea of no contest to a felony charge, misuse of funds or property, violations of law or policies of the state board, lack of need, or a lack or loss of funding.

Apply