How To Apply
Applications for position are being accepted by the Office of Human Resources through Monday, August 24, 2026.
Responsibilities
Implements District-Wide Instructional Priorities within Assigned School
Other duties as assigned, including but not limited to supporting the implementation of the assigned school EBIS.
Equal Employment Opportunity
The Milwaukee Public Schools does not discriminate in its programs, activities, facilities, employment, or educational opportunities on the basis of a person's sex, race, age, religion, color, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or disability. Reasonable accommodations requested by qualified individuals with disabilities will be made in accordance with the Americans with Disabilities Act (ADA) of 1990, as amended by the Americans with Disabilities Act Amendments Act (ADAAA) of 2008.
In accordance with Wisconsin Statutes, every applicant for a position with Milwaukee Public Schools will be subject to the open records law. Any applicant not wishing to have his/her identity released, must submit a written statement to that effect to the Office of Human Resources. The identities of all "final candidates" may be released. Milwaukee Public Schools reserves the right to interview the best qualified candidates.
Applications for position are being accepted by the Office of Human Resources through Monday, August 24, 2026.
- A current resume must be attached to the completed application.
Responsibilities
Implements District-Wide Instructional Priorities within Assigned School
- Supports systems at the school level to enable strong implementation of evidence-based improvement strategies, in alignment with the district-wide academic infrastructure across MPS schools, including supporting teachers and leaders to:
- internalize common district-wide Look-Fors.
- implement district-wide guidance on HQIM.
- collect, analyze, and respond to data using the district-wide assessment calendar.
- implement academic family engagement activities in partnership with leaders, teachers, and parent coordinators.
- align school-based professional development to district-wide professional development plans.
- Implements district-wide instructional priorities as outlined in the K-12 Academic District-Wide Strategy plan, particularly strengthening MTSS (high-quality Tier 1 instruction, and strategic support of Tier II and Tier III) and ensuring data-identified special student populations are growing at an accelerated rate.
- Demonstrates an understanding of and supports the implementation, data collection, and reflection of strategic district instructional initiatives, including the selected evidence-based improvement strategy.
Increases the overall effectiveness of on-site instructional programs by using evidence-based practices aligned with the School Improvement Plan (SIP).Enables the school to attend to the specific needs of student groups identified under ESSA, especially:- historically underserved student populations, with special emphasis on economically disadvantaged students,
- students with disabilities through Specifically Designed Instruction to meet students¿ diverse learning needs, and
- English Language Learners through systematic academic language instruction driven by the WIDA 2020 Language Framework.
- Supports implementation of district curriculum, instructional frameworks, and standards with integrity.
- Models and coaches teachers in the use of Universal Design for Learning (UDL) principles to improve access and engagement for all learners.
- Supports implementation of district common instructional look-fors and evidence-based instructional priorities across classrooms.
- Monitors fidelity of the selected evidence-based improvement strategy through district instructional practices and provides implementation feedback aligned to district frameworks.
- Analyzes, and acts upon, data related to progress toward implementation and student outcome goals as defined in the school improvement plan.
- Conducts non-evaluative classroom observations and walkthroughs; provides timely and actionable feedback related to implementation of the selected evidence-based improvement strategy.
- Develops individualized, or grade-level specific, coaching plans that support professional growth and instructional refinement.
- Serves as a trusted instructional partner, guiding educators toward implementation of science of reading (Act 20).
- Leads coaching cycles tied to school improvement goals, district academic priorities, and identified student-group needs.
- Supports teachers in planning and delivering instruction that ensures student cognitive lift, productive struggle, and use of grade-level tasks.
- Supports principals in conducting non-evaluative learning walks, identifying instructional trends, and planning responsive adult learning.
- Facilitates key instructional school-based team structures (grade-level meetings, BIT team, Learning Team, etc.) to support instructional priorities and capacity building at the school site.
- Prepares and executes team-based structures with intentionality and rigor as outlined by district expectations.
- Designs, internalizes, and delivers high-impact professional learning experiences aligned to the selected evidence-based improvement strategy, school and district priorities.
- Leads or supports professional learning in the assigned school tied directly to district instructional priorities, including HQIM implementation, literacy practices, mathematics rigor, and use of student work and observational evidence.
- Applies adult learning theory to ensure professional development is relevant, engaging, and sustainable.
- Collaborates with teachers and school leaders to analyze student data, adult practice data and instructional trends, with a strong emphasis on student groups that need to be on an accelerated growth trajectory as outlined in the school¿s improvement plan. Supports educators in using data to adjust instruction, set goals, and measure progress.
- Promotes a culture of continuous improvement through reflective practice and evidence-based decision-making.
Other duties as assigned, including but not limited to supporting the implementation of the assigned school EBIS.
Equal Employment Opportunity
The Milwaukee Public Schools does not discriminate in its programs, activities, facilities, employment, or educational opportunities on the basis of a person's sex, race, age, religion, color, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or disability. Reasonable accommodations requested by qualified individuals with disabilities will be made in accordance with the Americans with Disabilities Act (ADA) of 1990, as amended by the Americans with Disabilities Act Amendments Act (ADAAA) of 2008.
In accordance with Wisconsin Statutes, every applicant for a position with Milwaukee Public Schools will be subject to the open records law. Any applicant not wishing to have his/her identity released, must submit a written statement to that effect to the Office of Human Resources. The identities of all "final candidates" may be released. Milwaukee Public Schools reserves the right to interview the best qualified candidates.