Join the movement to reimagine education.
Knowledge Academies is a 2017 National Award Winner to Reimagine Education in partnership with the National Writing Project, MacArthur Foundation, and John Legend’s Show Me Campaign!
KA educators are innovators!
KA’s Writing to Reimagine campaign will serve as a national model for how the local stories of communities (students, staff, and families) can empower others towards positive changemaking. Empower the next generation of youth, leaders, and families through passion, precision, humility, and service.
KA currently operate two middle schools and one high school, and are authorized to open additional schools, over the next five years, in Tennessee.
Our work is focused on preparing students to make the best academic and social choices, leading to a successful life.
Our team is committed to the service of students and families who often reside near poverty, and in many cases are English language learners.
Our team is the first middle or high school in Tennessee to be recognized, nationally, as an Ashoka Changemaker school, where everyone has the opportunity to build positive momentum and share their talents or passion for the public good!
We welcome your review of the following position opening, and invite you to follow our work @kacademies or kayouth.org.
At the direction of the principal, the Instructional Coach builds teachers’ capacity in all content areas by facilitating job-embedded teacher development. In collaboration with administrators and teachers, the Instructional Coach supports the goal of building teacher capacity to meet system-wide and local school initiatives to increase student learning in literacy (e.g., reading, writing, listening, speaking, and using language effectively).
Primary Job Duties/Responsibilities:
Job Duty/Resp. 1:
Knowledge of best practices in adult learning, teaching methods and teaching skills and the ability to use and model them. Demonstrated ability to analyze student performance data, then, formulate instructional strategies to meet student needs.
Job Duty/Resp. 2:
Engages teachers to develop a culture that fosters professional learning communities recognizing all teachers as learners capable of acquiring a repertoire of literacy skills to meet the needs of every student.
Job Duty/Resp. 3:
Creates professional learning opportunities related to generating evidence of student learning; and, promotes data-driven instruction, instructional planning, differentiated instruction, and acquisition of instructional best practices, peer visits with follow-up reflection, school walkthroughs, collaborative team planning, individual teacher planning, and reflective practices. Demonstrates high expectations and models effective instructional strategies for continuous student improvement. Assists teachers with analysis of formal and informal literacy assessments. Communicates and supports implementation of system-wide initiatives. Supports job embedded professional development, and continually provides monitoring, support, and feedback to ensure successful implementation.
Job Duty/Resp. 4:
Provides Instructional Support for content areas by: demonstrating superior knowledge of the three ELA shifts and pedagogy as it relates to Balanced Literacy (i.e., Guided Reading, Interactive Read-Alouds, etc.) at the elementary level; and, Disciplinary Literacy (literacy across content areas) at the secondary level; supporting teachers with creating a rich literacy environment conducive to effective instruction; modeling literacy/learning strategies in classrooms; evaluating literacy needs within various subject areas and collaborate with teachers and administrators to interpret, use assessment data to improve instruction, and problem solve; using assessment data to assist administrators and teachers with placement of students in appropriate instructional or intervention programs; leading administrators and teachers in the selection and use of a range of assessment tools as a means to make sound decisions about student literacy needs as related to the curriculum and to instruction; conducting regular meetings and collaborates with teachers to examine student work and monitor progress in order to support teacher reflection and action; assisting classroom teachers with analysis of formal and informal literacy assessment data on their students to determine student response to instruction; working with the school’s Leadership Team, Leading for Literacy Team, and other constituent groups to determine the school’s strengths and needs for improvement in the area of literacy in order to improve students’ reading, writing, and communication skills and content area; and communicating the school’s literacy program for all staff, parents, and members of the community.
Job Duty/Resp. 5:
Continues professional growth and strengthens professional teaching knowledge, skills, and strategies; participates in district-level professional development meetings and assists in the coordination of district level professional development offerings; attends and participates in all required meetings; maintains a collection of professional materials related to effective literacy instruction and reflect current research.
Job Duty/Resp. 6:
1. In collaboration with the principal, develops a Literacy Professional Development Plan for the school that’s aligned to the school’s School Improvement Plan.
2. Maintains and promptly submits accurate, complete, and correct records and reports as required by district policy, administrative directives, etc.
3. Facilitates or serves as a member on school literacy groups and committees.
4. Works to promote productive relationships with and among school staff.
5. Attends and participates in all required meetings.
EDUCATION, EXPERIENCE, and/or CERTIFICATION:
Education: Bachelor's degree in education
Experience: Minimum of five (5) years successful teaching experience; at least three within MNPS is desired. Candidate must meet highly effective rating (4 or 5) on the most recent evaluation. Experience in presenting and modeling exemplary teaching practices to adult learners in a variety of settings such as workshops, seminars and college courses. Evidence of instructional leadership (e.g., team leader, resource teacher, interdisciplinary resource teacher, department chair, system-wide committees, etc.). Preferred: Experience as a literacy or reading coach, reading specialist, and/or reading teacher.
To apply, please visit the link below:
Job Type: Full-time