TITLE: Lower School Science and Social Studies Instructional Coach

SCALE:  Professional Scale   

CONTRACT: Professional Staff Contract   

SUPERVISOR: Lower School Academic Dean

DIVISION: Lower School (PK-5)

POSITION SUMMARY:

The Lower School Science and Social Studies Instructional Coach is a collaborative instructional leader who partners with teachers to strengthen teaching and learning across PK–Grade 5. Grounded in a commitment to inquiry, curiosity, and meaningful learning, the coach supports teachers in designing engaging, rigorous learning experiences that develop students' ability to ask questions, think critically, investigate the world, use evidence, and communicate their understanding.

The coach brings strong pedagogical knowledge and an understanding of inquiry-based instruction, including the Next Generation Science Standards (NGSS), the College, Career, and Civic Life (C3) Framework for Social Studies, and Understanding by Design (UbD).

Through instructional coaching, collaborative planning, professional learning, and curriculum development, the coach works alongside teachers to strengthen instructional practices and support student learning.

The successful candidate approaches this work with curiosity, humility, and a genuine interest in learning alongside others. They build trusting relationships, ask thoughtful questions, and help teachers reflect on and refine their practice in response to student learning needs.

DUTIES AND RESPONSIBILITIES: 

1. Instructional Coaching and Teacher Learning 

• Partner with teachers in collaborative, non-evaluative coaching cycles focused on student learning goals, evidence of learning, and instructional improvement.
• Co-plan, co-teach, model instructional strategies, and facilitate reflective conversations that build teacher capacity and confidence.
• Support effective instructional practices, including clear learning targets, formative assessment, purposeful student discourse, differentiated instruction, and student reflection and agency.
• Collaborate with teachers to analyze student work, evaluate the impact of instructional decisions, and identify next steps for student learning.  

2. Science and Social Studies Instructional Expertise  

Science 

• Support implementation of the Next Generation Science Standards (NGSS) through three-dimensional, phenomena-based learning that integrates Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. 

• Coach teachers in designing investigations that engage students in questioning, modeling, engineering design, scientific reasoning, and evidence-based explanations.  

Social Studies 

• Support inquiry-based instruction aligned with the C3 Framework and TAS's adopted social studies standards. 
• Coach teachers in designing compelling questions and investigations that develop disciplinary understanding, source analysis, multiple perspectives, evidence-based reasoning, civic responsibility, and informed action. 

3. Curriculum Development and Alignment  

• Collaborate with grade-level teams to design, implement, assess, and refine standards-aligned science and social studies units using Understanding by Design (UbD). 
• Support coherent learning progressions across PK–Grade 5 and transitions into Middle School, while promoting purposeful interdisciplinary connections. 
• Partner with the Academic Dean and divisional leadership to identify curriculum priorities, strengthen alignment, and support continuous program improvement. 

 4. Assessment and Evidence of Student Learning  

• Support teachers in designing formative and summative assessments that capture conceptual understanding, disciplinary practices, reasoning, and application of learning. 
• Facilitate collaborative analysis of student work and assessment evidence to identify learning needs, inform instruction, and evaluate impact.
• Promote effective feedback, student reflection, self-assessment, and opportunities to revise and deepen understanding.  

5. Professional Learning and Collaboration 

• Plan and facilitate grade-level collaborative meetings and professional learning focused on science and social studies curriculum, instruction, and student learning. 
• Support new teachers in implementing TAS curriculum and instructional commitments.
• Collaborate with instructional coaches, Multilingual Learning specialists, academic support teachers, and other colleagues to strengthen inclusive and coherent teaching practices. 
• Remain current with research in instructional coaching, science and social studies education, and inquiry-based learning while fostering a culture of collaboration, curiosity, and reflection.  

6. Program Leadership and Resource Stewardship 

• Partner with the Lower School Academic Dean and administration to advance divisional instructional priorities and the overall vision for teaching and learning. 
• Coordinate the review, selection, and effective use of curriculum resources and instructional materials. 
• Collaborate with PK–12 colleagues to support program coherence and continuity across divisions.
• Contribute to teacher recruitment, parent education, instructional leadership meetings, and other divisional initiatives as appropriate. 

PREFERRED POSITION-SPECIFIC QUALIFICATIONS: 

• Training or experience in Student-Centered Coaching or other evidence-based instructional coaching models. 
• Experience facilitating collaborative planning, coaching cycles, and professional learning with elementary teachers. 
• Deep understanding of the Understanding by Design (UbD) framework and experience developing inquiry-based, standards-aligned units. 
• Training or experience in Adaptive Schools, Cognitive Coaching, or other approaches that strengthen collaboration and adult learning. 
• Experience using student work and assessment evidence to guide instructional reflection and improvement. 
• Experience working in an international or multilingual school setting. 

REQUIRED EDUCATION / EXPERIENCE: 

• Master's degree in education, curriculum and instruction, or a related field preferred. 
• Demonstrated success as an elementary classroom teacher, with a strong understanding of developmentally appropriate pedagogy across PK–Grade 5. 
• Strong knowledge of inquiry-based teaching and learning, curriculum design, and formative assessment.
• Understanding of the Next Generation Science Standards (NGSS), including three-dimensional science learning and phenomena-based instruction. 
• Understanding of the C3 Framework for Social Studies, including disciplinary inquiry, evidence-based reasoning, and informed action. 
• Experience with instructional coaching, teacher leadership, collaborative curriculum development, or professional learning is desirable. 

PROFESSIONAL DISPOSITIONS:  

Contributes to the development of a community of critical and creative thinkers, collaborative communicators, self-directed learners, well-balanced individuals, and globally minded contributors by modeling the behaviors and mindsets reflected in the TAS Schoolwide Learning Outcomes.

• Critical and Creative Thinker: Reflects on practice, analyzes evidence of learning, and explores new ideas to continuously improve instruction and learning.

• Collaborative Communicator: Collaborates with colleagues, students, and families to support shared goals and strengthen our community. 

• Self-Directed Learner: Seeks feedback and engages in professional learning to improve practice. 

• Well-Balanced Individual: Maintains a positive professional presence, demonstrates flexibility, and creates a sense of belonging for self and others. 

• Globally Minded Contributor: Demonstrates respect for the diverse cultures and customs present in our community and advocates for inclusive practices that support belonging. 

SAFEGUARDING COMMITMENT:

Taipei American School is committed to safeguarding all children. All employees are expected to support this commitment and adhere to school safeguarding policies.  

HOW TO APPLY:

Interested applicants must apply through TAS Careers Page and submit an application along with the following: 

• Resume
• Cover letter
• Three professional references to include each referee’s name, relationship, phone number, and email address

Applicants are encouraged to apply as early as possible, as Taipei American School reserves the right to interview before the closing date and close the position once a suitable candidate is found. 

Closing date: Monday, November 30, 2026

Please note that direct applications via email or other channels will not be considered.