Instructional Coach resume examples

Choose and edit as your own

Get inspired by the best resume examples picked for your profession and create your!

Add pre-written phrases

Describe yourself as a professional just in 2 clicks! All the phrases you need are prepared by us

Save and Download your Resume

Save it in PDF format. Ready-to-sent to you employer!

This resume is created in 7 minutes.
  • National Board Certified Teacher
  • Parish level workshop presenter for Science,STEM and Robotics
  • PLC/RTI District Impact team member
  • RARC guideline writer for all divisions
  • RARC (Regional Autonomous Robotics Circuit) Lead judge
  • Grant writer- Over $203,000 awarded
  • Standard setting panelist for National Board
  • Content Validation Surveyor for National Board
  • National Board Certification in Science/Early Adolescence
  • One of ten teachers selected nationwide as a National Board Standard Setting Panelist
  • 2016 recipient of the Excellence in Innovation & Education Award
  • Classroom featured in 2016 NSTA video. 
  • T.O. Rusheon Middle School Teacher of the Year 2002-2003 and 2013-2014
  • NICERC master teacher and lead presenter for STEM:EDA
  • E- Cybermission Coach of 2013 sixth grade, first place team in Louisiana.
Instructional Coach
December 2017 to Current
Cope Middle School Bossier City, LA
Assist the school faculty and administration in planning and implementing a sustained professional development program through which teachers can enhance instructional practices in order to improve the achievement of all
students. Provides ongoing classroom support to teachers as they implement research based strategies. 
Educational Coordinator for Bossier Schools at Sci-Port
August 2016 to November 2018
Sci-Port Discovery Center Shreveport, LA
Establishes contacts and partnerships with other regional school systems to determine educational needs of grades K-12. Works directly with the Sci-Port Discovery Center educational directors and consults closely with the science staff to develop and deliver high quality programming that complements, extends, and enriches school curriculum. Establishes and implements training internships for teachers. Advises Sci-Port Discovery Center Board and personnel on curriculum objectives and other needs of the educational community.
Provide essential support for our school system in the area of STEM education and robotics.
6th grade physical science and STEM Applications I, II,III Instructor
August 2000 to June 2015
T.O. Rusheon Middle School Bossier City, LA In addition to planning and implementing a science and STEM program, in a Title 1 school, where students can grow and develop optimally, I have also pursued excellence by serving T.O. Rusheon Middle School in the following capacities: Science Department Head, SBLC member, PBIS committee, Handbook committee, School Improvement Plan Committee, Robotics Club sponsor, STARBASE 2.0 mentor, Junior Cyber Discovery Camp Team Sponsor.
Fourth- grade teacher
October 1999 to May 2000
Cherokee Park Elementary School Shreveport, LA Responsible for teaching math, science and social studies in a Title 1 school. School Head of SYLVA (Shreveport Young Leadership Youth Association)
Bachelor of Science : Middle Grades Education, 1999 Georgia College & State University Milledgeville, GA Cum Laude
2017 Louisiana Tech Ruston, LA  Cyber Education Certificate
Professional Development
NICERC- Education Discovery Forum
Cyber Innovation Center
  • 2013 Participant in the STEM:EDA (Explore, Discover, Apply) professional development project.
  • 2014 Master Teacher presenter.
  • 2017 Lead Presenter


LaSip- Centenary College

  • 2002, 2007, 2008, 2009 Participant in the Northwest Louisiana Professional Development Project: Building the Gap and Making Connections between Middle School and High School Algebra and Physical Sciences.​
This resume is created in 7 minutes.
Professional Summary
To obtain a position as a School Turnaround Specialist by partnering with districts and schools under the leadership of the Chief Turnaround Officer to adopt, implement, and execute effective instructional practices that will increase student achievement.
Professional Experience
Language and Literacy Specialist 09/2016 to Current
Governor's Office of Student Achievement GOSA Atlanta, Georgia
  • Provide teachers with transformational literacy instruction for students in grades K-3.
  • Work directly with teachers and school administrators to increase students' reading proficiency.
  • Disaggregate and analyze data and assists principals and teachers in its interpretation to measure and improve student achievement and/or program effectiveness.
  • Facilitate the change needed to strengthen current instructional practices.
  • Train teachers and administrators on new practices to help more students read at grade level by the end of third grade.
  • Provide quality professional learning on research-based instructional strategies and practices that are presented at regularly scheduled, grade level specific meetings for immediate implementation and follow up.
  • Observe teachers in their classrooms and offer insight for the enhancement of teaching-learning situations.
Elementary Instructional Coach 02/2014 to 08/2016
Dougherty County School System Albany, Georgia
  • Work as a colleague with classroom teachers to support student learning.
  • Focus on individual and group professional development that will expand and refine the understanding of researched-based effective instruction.
  • Provide personalized support that is based on the goals and identified needs of individual teachers.
  • Facilitate the intellectual and professional development of teachers.
  • Communicate and demonstrate researched-based instructional practices that result in increased student performance.
  • Demonstrate appropriate use of instructional technology and other educational tools to enhance and extend instruction.
Elementary Education Teacher 01/2003 to 01/2014
Dougherty County School System Albany, Georgia
  • Planning, implementing, monitoring, and assessing a classroom instructional program aligned with The Georgia Department of Education and the Dougherty County Board of Education.
  • Adapt teaching methods and instructional materials to meet students' varying needs and interests.
  • Administer standardized achievement tests and interpret results to determine student strengths and areas of need.
  • Received high remarks for the creativity of classroom lesson plans and instructional techniques from school and curriculum administrators.
  • Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Master of Science: Education 2004 Troy State University - Troy, AL
Bachelor of Science: Early Childhood Education 2003 Albany State University - Albany, GA
High School Diploma: 1997 Randolph Clay Comprehensive High School - Cuthbert, GA
Professional Training
  • Linda Mood Bell Training- Seeing Stars for Phonemic Awareness, Reading and Spelling- This program develops symbol imagery: the ability to visualize sounds and letters in words for both phonological and orthographic processing.
  • Linda Mood Bell Training- Visualizing an Verbalizing for Language Comprehension and Thinking-This program develops concept imagery for both oral and written language.
  • DIBELS- The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills.
  • Response to Intervention (RTI) - academic intervention used to provide early, systematic assistance to children who are having difficulty learning. RTI seeks to prevent academic failure through early intervention, frequent progress measurement, and increasingly intensive research-based instructional interventions for children who continue to have difficulty.
  • Differentiated Instruction -provides students with different avenues to acquire content; to process, construct, or make sense of ideas. The program helps teachers develop teaching materials that all students can use within the classroom to learn effectively, regardless of their differences in ability.
Areas of Expertise
  • Language and Literacy Coaching 
  • Instructional Coaching
  • Data Driven Instruction and Grouping
  • Differentiated Instruction
  • Response to Intervention (RTI)
  • Individualized Instruction
  • Student Centered Groups
  • Classroom Management
  • Behavior Modification Techniques
  • Technology Integration 
  • Research Based Strategies
  • Effective Instructional Practices
  • Interactive Learning-Flexible Grouping
Educational Affiliations
  • Southern Association of Colleges and Schools (SACS) School Committee
  • School Improvement Committee
  • School Leadership Team
  • Mentor/Beginning Teacher Program
  • Better Seeking Solutions Team
  • Curriculum Team
  • Promethean Model Classroom Teacher
  • Grade Level Chairperson
  • District Reading Planning Team
Honors & Awards
  • Teacher of the Year Turner Elementary School 2009-2010
  • Nominated for DCSS System Wide Teacher of the Year 2009-2010
Social Affiliations & Community Involvement
  • Delta Sigma Theta Sorority Inc.
  • PLUTO Mentoring Program
This resume is created in 7 minutes.
Progressive  educator  who has spent the last five  years of my career working  as a consultant, instructional coach, and interventionist-currently serving as an RTI reading teacher with Plainfield Public Schools. 
  • K-6 Certified Teacher Exceptional classroom teacher 2007-2012 
  • Built an intervention program in a dual language elementary School from the ground up as a supplemental reading teacher during a pilot RTI program with Plainfield Public Schools. 
  • Created and customized training modules as  a Literacy Education Consultant with Pearson 
  • Worked on the NYC Chancellor's team of consultants to provide intensive training on building an effective Independent Reading Model 2015-2016
Part-Time RTI Reading Teacher Apr 2018
Plainfield Public Schools Plainfield , NJ
  • Use formal assessments to plan  data driven reading interventions 
  • Support teachers with understanding and planning for effective Guided Reading instruction 
Academic Interventionist/Literacy Coach Aug 2017 to Mar 2018
Newark Public Schools Newark, NJ
  • Delivered  bi-weekly ELA professional development sessions
  • Served on  Leadership Team supporting literacy curriculum and instruction decisions and program implementation resulting in 20%growth on the 2018 PARCC in grades 3-5
Per Diem Instructional Coach Nov 2014 to Sep 2015
Seton Hall University -Academy for Urban School Transformation South Orange , NJ
  • Contracted to support Jersey City Board of Education teachers with implementation ELA college and career readiness standards 
  • Conducted demonstration lessons as extensions to professional development
Education Consultant Mar 2013 to Jan 2017
Pearson Education NY , NY
  • Designed and conducted a breakout workshop session on Text Complexity at the Illinois Reading Conference in 2015
  • Supported multiple  NYC DOE schools as well as schools across the country with the instructional shifts required by the CCLS by leading development workshops, facilitating demonstration lessons, and customizing professional development plans based on building needs
Education and Training
Master of Arts, Literacy Education -Reading Specialist 2019 New Jersey City University Jersey City, NJ, United States
Bachelor of Arts, Education 2003 Rutgers University New Brunswick , NJ , USA
This resume is created in 7 minutes.
Professional Summary
Seasoned Education professional with over 11 years of experience in administrative leadership and curriculum development, in a variety of schools. Extensive experience in core learning standards, team building and remediation. Continually exceed expectations by developing highly successful programs and works well with people at all levels of the organization, including stakeholders, students and educators.
  • Instruction & Oversight
  • Administration & Documentation
  • Collaborating & Co-Teaching 
  • Schedule Oversight
  • Team Leadership
  • Excellent Verbal & Written Communication
  • Curriculum Development
  • Problem-Solving Skills
  • Holding Conferences & Presentations
  • Analytical Problem Solving
  • Training & Development
  • Relationship Building & Networking
  • Indiana Building Administrator Certification - Pending
  • Indiana Primary Generalist - Sep 2015 – Sep 2025
  • Elementary/Intermediate Generalist - Sep 2015 – Sep 2025 
Work History
Instructional Coach, 08/2015 to Current
Springfield Elementary School Michigan City, IN
  • Working collaboratively with 12 general teachers, 3 special education teachers, 5 administrators, 2 program coordinators, and other coaches in the district to develop curriculum and remediation plans for all courses while prioritizing the content areas of math and english language arts, all under the direction of the school-site principal.
  • Taking a multi-tiered approach to instruction, including the problem-solving model and appropriate evidence-based strategies to provide access to core instruction and intervention for all students including english and standard english learners, socio-economically disadvantaged students, students with disabilities, and GATE students.
  • Utilizing technology tools and pre- and post-conferences for planning and debriefing lessons, as well as access strategies such as academic vocabulary, instructional conversations, graphic organizers, and cooperative grouping.
  • Developing and conducting demonstration lessons with the classroom teacher that emphasize good first teaching including standards-based instruction, academic engaged time, the use of effective evidence-based instruction, and a differentiation of instruction.
  • Providing weekly professional learning communities for teachers to reflect on their teaching practice by assisting and supporting the implementation of district-adopted textbooks and support materials, as well as instructional strategies that meet the teachers' needs and support the delivery of grade-level content to all students.
  • Promoting standards-based literacy and numeracy by demonstrating lessons through modeling collaboration, co-teaching, and focused observations, as well as creating and monitoring assessment window calendars for all teachers within the school.
  • Meeting regularly with individual teachers and the principal, and assisting in managing, interpreting, and using formative assessment data to systematically examine student work, and to plan and deliver appropriate instruction, intervention, and accommodation strategies for all students.
  • Fostering improved communication and collaboration among staff by working with teachers to identify and address areas of need, while meeting regularly with site administrators, teachers, and support personnel to further communicate and strengthen instructional support to school staff.
  • Working with the principal and other staff to make decisions that increase student achievement and promote a culture of respect and rapport, including creating career chats by having individuals from the community come and speak about their professions and steps to get to that point in a career, and organizing monthly behavior incentives to promote a positive school climate and reduce disciplinary issues.
  • Coordinating with staff members to plan and organize the literacy night event and other family events, as well as organizing concurrent school fundraisers to promote summer reading, raising about $800 within three weeks.
  • Planning and scheduling monthly reading incentives for students that meet their grade level goal, as well as organizing a summer reading program that allows students to read texts over break with activities to complete, which in turn, help to prevent summer learning loss.
  • Completing a novel study with 30 sixth grade students using higher-order thinking questions and skills to promote a beyond the text analysis, as well as working with central states manufacturing as a community partner to increase after school activities and parent involvement within the school.
Primary Team Instructional Coach, 06/2014 to 08/2015
CICS Wrightwood Chicago, IL
  • Managing 87 teachers and 900 students within the grade levels of kindergarten to second grade to meet the needs of individual students and create positive classroom environments, while working with parents to help manage student discipline both in school and at home.
  • Distributing instructional and self-created resources, and providing training to teachers, while supporting the implementation of technology and innovative research-based instructional strategies to help collect and analyze student NWEA data, and diagnose instructional needs to close achievement gaps.
  • Working with small groups of 10 students to co-teach and model lessons that show strategies that promote balanced literacy within individual classrooms, including presenting the importance of using webb's depth of knowledge and bloom's taxonomy in order to promote and produce authentic student work.
  • Running weekly grade level team meetings to discuss student work and help with resource pulling, as well as weekly individual meetings with teachers, while meeting with all members of the instructional leadership team to manage budgeting, culture and climate development, and build morale.
  • Conducting teacher observations and walkthroughs, and reviewing lesson plans, grade books, and parent communication logs to ensure teachers are meeting professional responsibilities.
  • Implementing teacher intervention plans when needed to facilitate teacher reflection and growth, while providing ongoing feedback to campus administration to be used in the teacher evaluation process.
  • Providing job-embedded professional development for teachers through modeling engaging and standards-based teaching as needed, while supplying individual and group instructional coaching and mentoring to teachers to improve classroom instruction for all learners,.
  • Collaborating with content coordinator, campus administration, and 27 team and grade level teachers to review and develop standards-based assessments and lessons including written, taught, and tested curriculum that increase student success and close performance gaps, while aligning with district components and initiatives.
  • Serving as a member of the campus leadership team, as well as attending professional development events related to expanding coaching expertise, pedagogical repertoire, content knowledge, and systematic analysis of student work data within the multi-tiered framework.
  • Planning school-wide activities for culture and climate building such as pep rallies, grandparents' day, field day, honors assemblies, and the end of year kindergarten promotion ceremony, as well as organizing educational field trips that are based on the students' grade level's scope and sequence.
Second and Third Grade Teacher, 09/2008 to 06/2014
CICS Wrightwood Chicago, IL
  • Developing individual and flexible learning plans by administering subject specific assessments to evaluate student competency levels and progress towards learning targets, objectives, expectations, and goals, while differentiating methods and considering common core standards, NWEA, and benchmark assessment data and curriculum guides.
  • Teaching a wide range of students with varying academic needs, while providing highly rigorous instruction in all core subjects including english language arts, science, math, and social studies, and meeting the needs of diverse learners when developing early childhood intervention plans.
  • Directing 5 assistant teachers, 3 student teachers, 2 instructional assistants, volunteers, and student workers to address the needs of each student and provide a positive environment consisting of mutual respect and focused learning, while providing clear and consistent directions, with an emphasis on school policies and procedures.
  • Establishing a rapport with students and using positive reinforcement strategies while engaging students in active learning through the use of movies, photography, dramatizations, reading, creative writing, powerpoint presentations, interactive games, songs, hands-on projects, and poetry.
  • Communicating with parents weekly on expectations in the learning environment and to reinforce classroom goals, as well as creating a weekly progress report template sent home on fridays to keep parents involved and informed on grades, achievements, behavior, homework completion, and in-class updates and announcements.
  • Counseling 300 students to address performance, health status, appropriate behavior, problem solving techniques, and adapting learning plans to a variety of issues including ADD and ADHD, learning disabilities, and students on the autism spectrum, as well as encouraging both those who are gifted and those below grade level.
  • Collaborating with instructional staff, other school personnel, and a variety of community resources to improve the overall quality of student outcomes, while implementing integrated technology within the classroom such as accelerated reader and study island to achieve established classroom objectives.
  • Piloting the words their way program to increase spelling, vocabulary, and phonics knowledge and skills within students by providing differentiated instruction, as well as creating workshops and professional development initiatives on words their way.
  • Increasing student reading and math scores on the northwest evaluation association assessment using diverse teaching strategies and methodologies that include whole and small group learning, individualized instruction, peer tutoring, think-alouds, and cooperative learning.
  • Participating in a variety of meetings and professional development activities to gather and convey educational requirements and instruction to students through a defined course of study to improve their success in academics, while providing feedback to the administration and developing methods for improvement.
  • Attending data analysis meetings with other classroom teachers and the principal to provide feedback and brainstorm strategies for improving student performance across all campuses, as well as supporting other teachers and assisting them in the implementation of established curriculum and individual student plans.
  • Preparing a variety of written materials including grades, lesson plans following scope and sequence, correspondence with parents and students, examinations and quizzes, attendance, and anecdotal records to document student progress and meet mandated requirements.
  • Responding to inquiries from teachers, parents, administration, students, and central office staff to resolve issues, provide information, and directions, as well as responding to emergency situations to resolve immediate safety concerns and directing the issue to appropriate personnel for resolution.
Kindergarten Teacher, 08/2007 to 06/2008
Michigan City Area Schools Michigan City, IN
  • Designing and following a complete teaching plan, including teaching alphabet and numeracy, along with personal, social, and emotional skills to children as young as 5 years old.
  • Organizing learning material and resources, while following and complying with teaching standards and safety regulations, as well as using alternative sources and methods for teaching students who are academically below their peers.
  • Using a variety of differentiated activities and instructional methods including songs, stories, media, structured games, art, and outdoor activities to motivate and stimulate children's learning abilities and growth.
  • Maintaining an open line of communication with parents and providing appropriate information, as well as holding celebrations to honor ongoing student performance and growth throughout the year.
  • Monitoring children's interactions and nurturing cooperation and sharing, as well as regularly assessing students' performance and progress to ensure they are mastering skills, and meeting with the principal and other administration staff to review and adjust lesson plans.
  • Managing student behavior to ensure a safe and optimal learning environment while monitoring students in a variety of educational environments such as classroom, cafeteria, playground, school grounds, hallways, restrooms, field trips, etc.
  • Reporting incidents such as fights, suspected child abuse, harassment, and zero tolerance offenses to ensure the personal safety of students and provide a positive learning environment while adhering to state law and board policies.
Principal Licensure Graduate Studies Program - May 2018
Master of Arts: Curriculum & Instruction, Reading, Feb 2007
Indiana University - Bloomington, IN
Bachelor of Science: Elementary Education, May 2007
Concordia University - Portland, OR
Community Involvement
  • Boys and Girls Club of Michigan City: Board of Directors 
  • Boys and Girls Club of Michigan City: Co-Chair Resource Development 
  • Reached out to community members to collect food, so that weekend food bags could go home with students needing them
  • Salvation Army Thanksgiving Meal Deliverer
  • St. John's United Church of Christ Fish Fry Volunteer
  • Deserving Child Shopping Trip Chaperone
  • School Family Nights Volunteer
  • Lakefront Career Networking Group 
Additional & Former Activities and Memberships
  • Night to Shine Prom for Special Needs Adults, April 2017
  • Boo at the Zoo Volunteer, October 2015
  • Salvation Army Bell Ringer, December 2015
  • Marillac St. Vincent Family Services Executive Board Member, 2013 – 2015
  • Marillac St. Vincent Family Services Associate Board Member, 2012 – 2015
  • LTS Chicago Sports for Philanthropies, 2013 - 2015
  • Literacy/Family Night Volunteer, 2013 - 2015
  • Girl Scout Daisy Troop Leader, 2012 - 2013
  • Girls on the Run Volunteer, 2010 - 2013
  • CICS Math Committee Co-Chair, 2010 - 2014 
  • Michiana Humane Society Board of Directors, 2007 - 2008