Instructional Coach (IC)- Early Years

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

Job Purpose

The Instructional Coach plays a crucial role in providing focused mentorship and guidance to educators throughout all EPG early years settings, particularly aimed at enhancing the capabilities of Academic Administrators and Lead Teachers within their specific year level. This role is essential for ensuring the implementation of high-quality teaching practices and effective pastoral care across all locations through observation, feedback, professional development, and strategic leadership succession planning.

Key Responsibilities

Leadership Development & Support

• Academic Administrator Development: Deliver comprehensive training, ongoing mentoring, and system-wide support for Academic Administrators; create detailed training programs focused on leadership, curriculum development, learning outcomes, and teacher management; facilitate regular coaching sessions and performance evaluations.

• Revision: The focus of Instructional Coaches is the development of Academic Administrators as key figures in the leadership pipeline. In collaboration with the Head of Pastoral Care, ensure that Academic Administrators are effectively integrating pedagogy with behavioral and wellbeing practices led by the Lead Teachers.

• Succession Planning: Mentor promising educators for advancement into Lead Teacher and Academic Administrator positions; work alongside Branch Managers to nurture leadership talent; establish structured career development pathways and competency frameworks.

Teaching Quality & Professional Development

• Direct Mentoring: Conduct regular classroom observations across all branches; provide constructive and actionable feedback; collaborate with teachers via Academic Administrator coordination to identify development needs and create improvement plans; assist in the onboarding of new teachers.

• Professional Development Leadership: Create and lead comprehensive training sessions focused on best instructional practices; facilitate coaching cycles and promote peer collaboration; exemplify effective teaching techniques; foster a culture of continuous learning.

• Quality Monitoring: Employ standardized evaluation tools for systematic teaching observations; monitor teacher progress through follow-up observations; analyze student outcomes and wellbeing metrics; assist Academic Administrators in QA walkthroughs; keep detailed development records.

Curriculum & Assessment Support

• Curriculum Implementation: Support the creation of curricula aligned with EYFS standards and EPG objectives; aid Academic Administrators and Lead Teachers in adapting materials to cater to diverse student needs; coordinate bilingual curriculum initiatives; weave pastoral care elements into curriculum design.

• Assessment Coordination: Educate Academic Administrators and Lead Teachers on assessment strategies and progress tracking; analyze student data across branches to identify trends; assist in intervention strategies for students requiring additional support; ensure confidentiality in record management as per EPG policies.

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

Pastoral Care & Student Wellbeing

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

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

Community Engagement & Transitions

• Parent Education: Lead parent education initiatives focusing on early developmental stages; train staff to conduct workshops for parents; develop resources that enhance home-school partnerships; guide family engagement strategies that are culturally sensitive.

• Transition Support: Initiate programs that ensure smooth transitions to subsequent year levels; partner with EPG Primary Schools; train Academic Administrators and Lead Teachers in effective transition protocols; assess the effectiveness of transition programs.

Innovation & Continuous Improvement

• Best Practice Development: Explore innovative teaching and leadership strategies; encourage the effective use of digital tools; contribute to curriculum development across EPG; support action research initiatives; share successful practices throughout the network.

• Professional Growth: Dedicate yourself to ongoing development in leadership, coaching, early childhood education, and pastoral care; participate in EPG training sessions; engage in reflective practices; actively seek feedback to enhance personal growth.

Experience, Qualifications & Skills Required Qualifications

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

• Minimum of 5 years of successful teaching experience in early years

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

• Proven experience in training and developing educational leaders

• Deep understanding of the EYFS framework and early childhood development principles

Essential Skills

• Strong understanding of curriculum design, assessment strategies, and instructional methodologies

• Excellent skills in leadership development and coaching

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

• Exceptional communication and interpersonal skills suited for multilingual environments

• Cultural awareness and flexibility

• Superior organizational and time management abilities

Preferred Experience

• Experience in pastoral care, child safeguarding, or supporting student wellbeing

• Knowledge of child protection protocols and crisis intervention processes

• Experience in succession planning and talent development

• Familiarity with community engagement and environmental education practices

Additional Responsibilities

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