Middle School Academic Coach

The Stoughton Area School District is accepting applications for a 1.0 FTE Middle School Academic Coach effective at the start of the 2026-2027 school year.

Reports To: Director of Curriculum and Instruction and Coordinates with Building Principals

Summary: The Academic Coach emphasizes collaboration, coaching, and professional learning. The Academic Coach is a highly qualified professional educator who provides collegial, job-embedded support to support literacy instruction across content areas. Coaches accomplish this by collaborating with leaders and teachers, engaging in practices such as co-planning, modeling instruction, co-teaching, and observing and providing feedback to classroom teachers. The Academic Coach also demonstrates the application of skills and knowledge related to working with adult learners through leading professional learning in support of school and district areas of academic focus and inclusive instructional design and delivery. As with other district-level roles, this position may be asked to provide services in other schools per district needs.

1. Coaching/Professional Learning:

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  Help strengthen Middle School instruction by engaging with teachers in intensive job-embedded coaching activities such as providing demonstration lessons, observing and providing feedback to classroom teachers in effective practice, conducting coaching cycles, and data analysis and planning at grade and department-level team meetings.

  
  
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  Develop, facilitate, and participate in high-quality professional learning for staff members that strengthens teachers' capacity to increase student outcomes in reading, math, and social/emotional learning and leads to greater reflection, mutual learning, and collective efficacy.

  
  
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  Use knowledge of our curriculum (including Wit & Wisdom in ELA) to support lesson preparation using curriculum-based planning protocols.

  
  
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  Analyze data, identify trends, and support teachers to adjust instruction based on data with an emphasis on closing current opportunity gaps for historically marginalized students.

  
  
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  Communicate a belief in all students' abilities to become successful.

  
  
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  Collaborate with K-12 Academic Coaches and interventionists as part of a K-12 team.

  
  

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   Equity and Inclusion:

   
   

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  Implement strategies to ensure equity of access to equitable instruction for all students, including those from diverse cultural and linguistic backgrounds.

  
  
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  Advocate for and implement culturally responsive teaching practices to address the unique needs of each student.

  
  
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  Support the development and maintenance of an inclusive and culturally affirming learning environment.

  
  

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   Family and Community Engagement:

   
   

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  Help organize and participate in family events to strengthen the home-school connection and community involvement.

  
  

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   Documentation and Reporting:

   
   

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  Communicate with leadership teams and school on school-wide progress related to school improvement goals related to coaching.

  
  
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  Contribute to regular reports to school and district leadership and relevant stakeholders on the effectiveness of coaching.

  
  

Other Duties

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   Demonstrate ongoing enhancement of personal knowledge base in contemporary practices, relevant content and district initiatives.

   
   
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   Collaborate with job-alike professionals, administration, educators and colleagues within and beyond the system.

   
   

Education and/or Experience:

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   Hold a current Wisconsin Professional Educator License-Middle and High School (Grades 4-12) or corresponding licensure. (required).

   
   
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   The ideal candidate has at least 5 years of successful classroom teaching at the High School level.

   
   
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   Hold a Reading Teacher (316/1316) and/or Reading Specialist (317/5017) (preferred).

   
   
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   Understanding of the Science of Reading and/or willingness to participate in professional learning to acquire knowledge.

   
   
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   Understanding of principles and application of Universal Design for Learning instructional planning (UDL) and instructional access points.

   
   
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   Possess strong interpersonal relationships or skills including respect for multiple perspectives.

   
   
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   Demonstrate excellent communication skills to work effectively with educators, administrators, staff, and the community.

   
   
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   Model credibility with peers and administrators; respected as a model in the profession.

   
   
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   Demonstrates knowledge of educator effectiveness standards for all staff and educators.

   
   

Language Skills: Excellent communication skills to work effectively with educators, administrators, and other staff. Must be able to read, document and present information clearly to individuals and also in group settings.

Major Competencies:

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  Communication Proficiency

  
  
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  Decision Making

  
  
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  Ethical Conduct

  
  
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  Personal Effectiveness/Credibility

  
  
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  Problem Solving/Analysis

  
  
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  Thoroughness

  
  

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  Time Management

  
  

Physical Requirements: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is regularly required to stand; walk; sit; reach with hands and arms. The position requires some periods of standing while teaching/training. The employee frequently lifts or moves objects weighing up to 10 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus.

Environment: This job operates in a professional indoor environment. This role routinely uses standard office equipment such as computers, phones, and printers/scanners. This position will have frequent interactions with persons who are often working with children and is required to drive to conduct work.

Other Duties: Please note this job description is not designed to cover or contains a comprehensive listing of activities, duties or responsibilities and activities may change at any time with or without notice.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Studies have shown that women and people of color may be less likely to apply for jobs unless they meet every one of the qualifications listed. We are most interested in finding the best candidate for the job. We would encourage you to apply for a job at SASD even if you don't meet every one of our qualifications listed. We know that confidence-gap and imposter syndrome can get in the way of meeting spectacular candidates, so please don't hesitate to apply - we'd love to hear from you!

The Stoughton Area School District does not discriminate in employment on the basis of age, race, religion, color, sex, national origin or ancestry, handicap, physical condition, developmental disability, arrest or conviction record, sexual orientation, marital status or military participation.