Instructional Coach (IC)- Early Years

Reports To: Head of Teaching and Learning Development (English) and Head of Pastoral Care

Job Purpose

The Instructional Coach is responsible for providing targeted guidance and mentorship to teaching personnel across all EPG early years settings, with a particular emphasis on enhancing the skills of Academic Administrators and Lead Teachers within their designated year level. This position is pivotal in ensuring the delivery of consistent, high-quality teaching practices and pastoral care at all locations through observation, feedback, professional development, and strategic leadership succession planning.

Key Responsibilities

Leadership Development & Support

• Academic Administrator Development: Deliver system-wide training, mentoring, and continuous support for Academic Administrators; develop comprehensive training programs centered on leadership, curriculum development, learning outcomes, and teacher management; facilitate regular coaching sessions and performance assessments.

• Revision: Instructional Coaches prioritize the development of Academic Administrators as the core leadership pipeline. Working in conjunction with the Head of Pastoral Care, ensure that Academic Administrators can effectively combine pedagogy with behavior and wellbeing practices spearheaded by the Lead Teachers.

• Succession Planning: Mentor high-potential educators for progression into Lead Teacher and Academic Administrator roles; collaborate with Branch Managers on cultivating leadership talent; design structured career advancement pathways and competency frameworks.

Teaching Quality & Professional Development

• Direct Mentoring: Perform routine classroom observations across all branches; provide constructive and actionable feedback; collaborate with teachers through Academic Administrator coordination to pinpoint development needs and formulate improvement strategies; support the induction of new teachers.

• Professional Development Leadership: Design and execute comprehensive training sessions focused on instructional best practices; lead coaching cycles and foster peer collaboration opportunities; model effective teaching techniques; cultivate a culture of ongoing learning.

• Quality Monitoring: Utilize standardized evaluation tools for systematic teaching observations; track teacher progress through follow-up observations; analyze student outcomes and wellbeing indicators; assist Academic Administrators in QA walkthrough processes; maintain thorough development records.

Curriculum & Assessment Support

• Curriculum Implementation: Aid in the development of curriculum aligned with EYFS standards and EPG objectives; support Academic Administrators and Lead Teachers in tailoring materials to meet varied student needs; coordinate bilingual curriculum strategies; integrate elements of pastoral care.

• Assessment Coordination: Instruct Academic Administrators and Lead Teachers on assessment techniques and progress tracking; analyze student data across branches to discern trends; support intervention strategies for students needing additional assistance; uphold confidentiality in record-keeping as per EPG policies.

• Resource Development: Generate age-appropriate instructional materials and assessment tools; establish a central repository for teaching resources; facilitate resource-sharing networks among branches.

Pastoral Care & Student Wellbeing

• Pastoral Care Leadership: Collaborate with pastoral care teams to ensure consistent wellbeing support; guide the implementation of behavior management strategies; lead initiatives to engage families; coordinate protocols for crisis intervention.

• Integrated Support: Oversee pastoral care outcomes across the assigned year level; develop resources and training programs for pastoral care; embed wellbeing considerations into all mentoring efforts.

Community Engagement & Transitions

• Parent Education: Spearhead parent education initiatives focused on early developmental stages; train staff to conduct parent workshops; create resources for parents that promote home-school partnerships; guide culturally sensitive family engagement strategies.

• Transition Support: Drive initiatives that facilitate smooth transitions to subsequent year levels; collaborate with EPG Primary Schools; train Academic Administrators and Lead Teachers in developing effective transition protocols; evaluate the effectiveness of transition programs.

Innovation & Continuous Improvement

• Best Practice Development: Experiment with innovative teaching and leadership practices; promote the effective use of digital tools; contribute to curriculum development across EPG; support action research projects; share best practices throughout the network.

• Professional Growth: Commit to continuous development in leadership, coaching, early childhood education, and pastoral care; participate in EPG training programs; engage in reflective practices; actively seek feedback for ongoing improvement.

Experience, Qualifications & Skills Required Qualifications

• Bachelor's degree in Early Childhood Education or a related field (Master's preferred)

• At least 5 years of successful early years teaching experience

• Proven track record in instructional coaching, mentoring, and leadership development

• Demonstrated experience in training and nurturing educational leaders

• Profound knowledge of the EYFS framework and early childhood development concepts

Essential Skills

• Strong grasp of curriculum design, assessment methods, and instructional strategies

• Excellent abilities in leadership development and coaching

• Proficient in educational technology, with the capacity to train others

• Outstanding communication and interpersonal skills suitable for multilingual environments

• Cultural sensitivity and adaptability

• Exceptional organizational and time management skills

Preferred Experience

• Background in pastoral care, child safeguarding, or student wellbeing support

• Knowledge of child protection protocols and crisis intervention procedures

• Experience in succession planning and talent development

• Understanding of community engagement and environmental education methodologies

Additional Responsibilities

All Instructional Coaches may be assigned additional Positions of Responsibility (PORs) as part of their role within the Middle Leadership Team at the discretion of the Early Years Director. Other reasonable duties may be assigned by management as needed.