Instructional Coach 2026-2027
Emanuel County Public Schools, Swainsboro, GA, United States
Position Type:
Support Staff/ Instructional Assistant
Date Posted:
4/27/2026
Location:
Swainsboro Elementary School (High-Needs School)
Date Available:
07/20/2026
Closing Date:
05/04/2026
Elementary Instructional Coach
Swainsboro Elementary School is seeking qualified applicants for the position of Instructional Coach for the 2026-2027 school year.
Qualifications
Valid Georgia Teaching or Service Certificate at level 4 or higher
Bachelor's degree in Elementary Education or Special Education or a related field
Advanced preparation in Reading/Literacy through completion of Reading Endorsement, Dyslexia Endorsement, or independent training program approved by International Dyslexia Association
Minimum of 5 years elementary teaching experience including evidence-based word recognition and comprehension instruction
A thorough understanding of:
Reading processes, acquisition, assessment, and instruction
Systematic, explicit instructional processes
Instructional coaching approaches and strategies for teaching adult learners
Scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention
Georgia Standards for Excellence in English Language Arts, Math, Social Studies and Science
Data analysis and application
Preferred Qualifications
Master's degree in a field of Education
Duties and Responsibilities
Facilitates professional learning communities in order to promote and develop a teaching staff that is highly effective to increase achievement of all students.
Guides the application of research to develop professional practice, support purposefully made instructional decisions that contribute to all students meeting rigorous standards, and focus on teaching, learning, and critical reflection.
Assists teachers in disaggregating formative and summative assessment data to enhance classroom instruction through remediation, acceleration and enrichment.
Designs on-going, site-based professional development where teachers support each other's professional growth, focus on the school's unique goals and needs, and move the school improvement plan forward.
Provides team and classroom support to ensure that collaboration produces shared understandings and thoughtful development of professional practice.
Performance Factors
Medium Work: Exerting up to 50 pounds of force occasionally and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.
Interaction with Others: Ability to maintain, on a regular and consistent basis, relationships that are characterized by high expectations, teamwork, and collaboration. Ability to be flexible relative to daily routines. Ability to demonstrate sensitivity to the differences among diverse populations.
Concentration: Ability to maintain workflow and thought processes in the presence of frequent distractions. Ability to ignore irrelevant sights or sounds and intrusive thoughts or stimuli. Ability to manage multiple tasks simultaneously with only few or no errors.
Stressful Circumstances: Ability to produce quality work when short or unexpected deadlines are presented. Ability to adjust work processes without incident when new and unexpected directions are given relative to a project that may be in process. Ability to maintain composure and not compound a situation when interacting with persons who may be angry, demanding or otherwise less than polite.
Independent Judgment: Ability to complete work tasks without being given precise directions relative to work steps or the final project.
Organizational Skills: Ability to establish priorities, simultaneously manage multiple tasks; and deliver a quality work product by a designated deadline.
Public Contact: Ability to communicate professionally and effectively, both verbally and in writing, with superiors, colleagues, parents, and other individuals within and external to the school system. Ability to demonstrate professionalism while interacting with others and to maintain constructive working relationships.
Attendance and Dependability: Ability to report to work at the scheduled time and to seldom be absent from work. Demonstrate prompt and regular work attendance. Process appropriate paperwork to authorize absences in accordance with school system procedures. Ability to complete work in a timely, accurate manner and to be conscientious about work performance.
Evaluation
Performance will be evaluated annually by the Superintendent or designated Supervisor in accordance with Policy GBI - Evaluation of Personnel.
FLSA
Exempt
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Support Staff/ Instructional Assistant
Date Posted:
4/27/2026
Location:
Swainsboro Elementary School (High-Needs School)
Date Available:
07/20/2026
Closing Date:
05/04/2026
Elementary Instructional Coach
Swainsboro Elementary School is seeking qualified applicants for the position of Instructional Coach for the 2026-2027 school year.
Qualifications
Valid Georgia Teaching or Service Certificate at level 4 or higher
Bachelor's degree in Elementary Education or Special Education or a related field
Advanced preparation in Reading/Literacy through completion of Reading Endorsement, Dyslexia Endorsement, or independent training program approved by International Dyslexia Association
Minimum of 5 years elementary teaching experience including evidence-based word recognition and comprehension instruction
A thorough understanding of:
Reading processes, acquisition, assessment, and instruction
Systematic, explicit instructional processes
Instructional coaching approaches and strategies for teaching adult learners
Scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention
Georgia Standards for Excellence in English Language Arts, Math, Social Studies and Science
Data analysis and application
Preferred Qualifications
Master's degree in a field of Education
Duties and Responsibilities
Facilitates professional learning communities in order to promote and develop a teaching staff that is highly effective to increase achievement of all students.
Guides the application of research to develop professional practice, support purposefully made instructional decisions that contribute to all students meeting rigorous standards, and focus on teaching, learning, and critical reflection.
Assists teachers in disaggregating formative and summative assessment data to enhance classroom instruction through remediation, acceleration and enrichment.
Designs on-going, site-based professional development where teachers support each other's professional growth, focus on the school's unique goals and needs, and move the school improvement plan forward.
Provides team and classroom support to ensure that collaboration produces shared understandings and thoughtful development of professional practice.
Performance Factors
Medium Work: Exerting up to 50 pounds of force occasionally and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.
Interaction with Others: Ability to maintain, on a regular and consistent basis, relationships that are characterized by high expectations, teamwork, and collaboration. Ability to be flexible relative to daily routines. Ability to demonstrate sensitivity to the differences among diverse populations.
Concentration: Ability to maintain workflow and thought processes in the presence of frequent distractions. Ability to ignore irrelevant sights or sounds and intrusive thoughts or stimuli. Ability to manage multiple tasks simultaneously with only few or no errors.
Stressful Circumstances: Ability to produce quality work when short or unexpected deadlines are presented. Ability to adjust work processes without incident when new and unexpected directions are given relative to a project that may be in process. Ability to maintain composure and not compound a situation when interacting with persons who may be angry, demanding or otherwise less than polite.
Independent Judgment: Ability to complete work tasks without being given precise directions relative to work steps or the final project.
Organizational Skills: Ability to establish priorities, simultaneously manage multiple tasks; and deliver a quality work product by a designated deadline.
Public Contact: Ability to communicate professionally and effectively, both verbally and in writing, with superiors, colleagues, parents, and other individuals within and external to the school system. Ability to demonstrate professionalism while interacting with others and to maintain constructive working relationships.
Attendance and Dependability: Ability to report to work at the scheduled time and to seldom be absent from work. Demonstrate prompt and regular work attendance. Process appropriate paperwork to authorize absences in accordance with school system procedures. Ability to complete work in a timely, accurate manner and to be conscientious about work performance.
Evaluation
Performance will be evaluated annually by the Superintendent or designated Supervisor in accordance with Policy GBI - Evaluation of Personnel.
FLSA
Exempt
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