MTSS Coach

Hoquiam School District No. 28

Job Title: Multi-Tiered System of Supports (MTSS) Coach

Job Description

Position Open Until Filled - First Screening Date: August 5 2026

Days/Hours: Monday- Friday/minimum 7.5 hours a day following building schedule

Required Attachments:

• Cover Letter or Letter of Interest
• Resume
• 3 Letters of Recommendation - Including at least one from a supervisor
• Internal Applicants - Include a minimum of a cover letter and updated resume

Position Summary

The Multi-Tiered System of Supports (MTSS) Coach provides leadership in the development implementation and evaluation of systems and practices that improve student learning and educator effectiveness through a comprehensive MTSS framework. This position partners with school-level teams district leadership teachers paraeducators students families and community partners to ensure all students have access to equitable meaningful learning opportunities.

The MTSS Coach serves as both a systems leader and instructional coach supporting staff through coaching cycles professional learning and collaborative problem-solving while providing direct academic behavioral and social-emotional intervention support to students. Through a commitment to Hoquiam School Districts pillars of Meaningful Relationships Engaged Learners Adaptive Pathways and Community Connections the MTSS Coach helps remove barriers to learning and promotes success for every student.

Essential Functions and Responsibilities

Meaningful Relationships

• Build and maintain positive trusting relationships with students staff families and community partners.
• Partner with teachers and paraeducators through coaching cycles establishing a clear understanding of current practice setting goals modeling effective strategies and providing ongoing support to improve instructional outcomes.
• Support teacher growth through co-teaching modeling observation feedback and reflective conversations.
• Engage educators in critical analysis of instructional practices and collaborative examination of student work.
• Coordinate and facilitate Student Success Team (SST) processes in collaboration with principals counselors and other support staff.
• Foster a welcoming inclusive environment where students feel valued respected and empowered.
• Use restorative practices proactive communication and conflict resolution strategies to support positive student behavior and growth.
• Demonstrate professionalism ethical behavior confidentiality and a commitment to continuous improvement.
• Collaborate with district instructional coaches as needed to support district initiatives and MTSS.

Engaged Learners

• Support the implementation of evidence-based instructional practices and intervention programs that improve outcomes for all students.
• Design and implement individualized academic behavioral and social-emotional intervention plans based on student needs and data.
• Provide indirect intervention services to students requiring supplemental supports and possible short-term (6-8 weeks) intervention services to students requiring intensive supports.
• Guide teachers in selecting instructional strategies resources and materials that promote engagement problem-solving and differentiated learning.
• Use student data to inform instructional planning and monitor the effectiveness of core supplemental and intensive instruction and interventions.
• Facilitate common academic and behavioral assessments and support data analysis processes.
• Assist students in developing goal-setting self-monitoring self-advocacy executive functioning and growth mindset skills.
• Share current educational research best practices instructional technology and emerging trends aligned with district goals and curriculum.
• Work collaboratively with principal to coordinate building assessments.

Adaptive Pathways

• Lead the design implementation monitoring and evaluation of the districts MTSS framework in collaboration with district leadership.
• Develop systems to monitor implementation fidelity and effectiveness of academic behavioral and social-emotional supports across all tiers.
• Provide training consultation and technical assistance to school staff and leadership teams regarding MTSS practices and implementation.
• Develop and facilitate professional learning opportunities including orientation and training for staff new to the district.
• Support collaborative planning for multilingual learners and other student groups requiring specialized support.
• Implement documentation systems that ensure sufficient evidence of supplemental and intensive interventions.
• Collect analyze interpret and communicate student performance and implementation data to guide decision-making.
• Develop reports research summaries and recommendations to support district and building-level decision-making.
• Support grant implementation and compliance reporting as assigned.
• Participate in district leadership teams committees and improvement initiatives.

Community Connections

• Partner with principals and school staff to offer parent and family engagement activities including parent nights.
• Partner with families to support student success and encourage meaningful participation in intervention planning and educational decision-making.
• Collaborate with school counselors community agencies and service providers to coordinate resources that support student well-being attendance achievement and social-emotional development.
• Connect students and families with community supports that address barriers to learning.
• Support district initiatives that strengthen relationships between schools families and the greater Hoquiam community.
• Participate in multidisciplinary teams and community-based partnerships that enhance student outcomes.
• Serve as an advocate for equitable access to resources and opportunities for all students.

Qualifications

Education and Experience

• Bachelors degree required; Masters degree preferred.
• Minimum of ten (10) years of teaching experience.
• Minimum of five (5) years of successful general education classroom teaching experience.
• Demonstrated teacher leadership experience such as lead teacher committee chair instructional leader or building leadership team member.
• Experience implementing and mentoring others in high-impact instructional practices.
• Experience providing instructional coaching and professional learning preferred.

Certificates Licenses and Endorsements

• Valid Washington State Teaching Certificate with Elementary Education endorsement.
• English Language Learner (ELL) endorsement proof of enrollment in a Washington State-approved ELL program or willingness to immediately enroll and complete a plan.
• Reading endorsement proof of enrollment in a Washington State-approved reading program or willingness to immediately enroll and complete a plan.
• Special Education endorsement preferred.
• Valid Washington State drivers license or ability to obtain one.
• Successful Washington State Patrol and FBI fingerprint clearance.

Required Knowledge Skills and Abilities

MTSS and Instructional Leadership

• Extensive knowledge of Multi-Tiered System of Supports (MTSS) intervention systems behavioral supports and student engagement practices.
• Strong understanding of instructional coaching practices adult learning theory and professional development design.
• Demonstrated expertise with the Danielson Instructional Framework and Washington State TPEP processes.
• Ability to facilitate systems-level implementation and continuous improvement efforts.

Data and Problem Solving

• Strong skills in data analysis progress monitoring and data-based decision-making.
• Ability to evaluate instructional and intervention effectiveness and use findings to improve outcomes.
• Experience developing reports presentations and recommendations for diverse audiences.

Communication and Collaboration

• Exceptional interpersonal facilitation consultation and communication skills.
• Ability to build and sustain productive relationships with students families staff administrators and community partners.
• Ability to navigate difficult conversations while maintaining trust and collaboration.
• Strong written and oral communication skills.

Professional Dispositions

The successful candidate will demonstrate the following qualities:

• A commitment to equity inclusion and student-centered decision-making.
• A growth mindset and willingness to continuously learn and adapt.
• Strong organizational skills and the ability to manage multiple priorities independently.
• Positive encouraging and non-judgmental interactions with students and adults.
• Reliability persistence and a commitment to helping others achieve success.
• Flexibility and responsiveness in a dynamic educational environment.

Technology Skills

• Proficiency with Microsoft Office Google Workspace and educational technology tools.
• Ability to learn and effectively use systems such as Branching Minds Qmlativ and other learning and data management platforms.

Physical Demands and Work Environment

While performing the duties of this position the employee is frequently required to stand walk speak hear and interact with students and adults. The employee may occasionally lift carry push or move objects weighing up to 50 pounds.

Specific vision abilities required include close vision distance vision and the ability to adjust focus. The position requires the ability to manage multiple responsibilities respond to varying demands and work collaboratively with staff students families and community members.

Work is performed primarily in school and office settings with occasional duties conducted outdoors and within community environments. Noise levels range from moderate to loud depending on the setting.

Salary:

180 Base Salary $64335.91 - $125171.52

4 Professional Days $1429.69 - $2781.59

Benefits: State allocation towards dental vision medical insurance retirement 12 sick leave days 3 personal leave days.

Employment is contingent upon successful clearance of a Washington State Patrol FBI fingerprint criminal history background check and Sexual Misconduct background check.

NON-DISCRIMINATION POLICY Hoquiam School District #28 does not discriminate in any programs or activities on the basis of sex race creed religion color national origin age veteran or military status sexual orientation gender expression or identity disability or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Title IX Coordinator and Civil Rights Compliance Coordinator Marah Gannaway Director of Student Support Services - 325 W. Chenault Avenue 360.538.8200 and Section 504/ADA Coordinator and HIB Coordinator James Irick Director of Special Services and Teaching & Learning Director - 325 W. Chenault Avenue 360.538.8417