Instructional Coach

About This Role

An instructional coach with a passion for professional learning will work alongside schools implementing Stile to enhance student outcomes and engagement. This role involves teaching regular science classes while faculty observes, then unpacking what they saw, and coaching against a framework.

Responsibilities

• Teach regular science classes in schools while faculty observes, then debrief the observations
• Run reviews anchored in the Science Teaching Excellence Framework
• Support schools from their first implementation meeting through to full integration of Stile
• Ensure every customer touchpoint feels easy and generous, building a year-round rhythm of professional learning
• Lead the design and delivery of professional learning (PL) that changes teaching practice, including Demo Lessons, state roadshows, and in-person and virtual sessions
• Build relationships and ensure retention by knowing every Head of Science and a member of leadership in your schools personally
• Spot and act on schools drifting before data indicates it
• Run implementation meetings with school leaders and Heads of Science, agree on a Science Teaching Excellence Framework focus, and ensure teachers are set up and confident
• Tailor training to each school's priorities, bring teachers into Stile Academy and centralised PL days, and provide personal, prompt, and actionable feedback on Academy responses
• Teach full days of regular science classes in partner schools while faculty observes, then lead the debrief, modelling explicit instruction, engagement, and off-device learning
• Conduct data review meetings three times a year with every school, reviewing Stile usage and teaching against the framework, and providing a clear plan for improvement
• Advocate for schools by bringing feedback from the ground back to the product and content teams

Requirements

• Experienced science teacher with real classroom credibility
• Passion for instructional coaching and professional learning
• Ability to teach an unfamiliar Year 8 class in a way teachers want to copy
• Ability to develop other people's practice with specific, usable, and kind feedback
• Ability to hold a conversation about teaching with a faculty without anyone feeling judged
• Track record of winning people over and building trust with school leaders quickly
• Comfort looking at usage reports and framework rubrics and turning them into plain-language next steps
• Organised and self-directed, able to run your own diary across a state to secure meetings and professional learning
• Knowledge of the evidence on explicit instruction, retrieval practice, and literacy in science

Nice to have: