Job details
Job type contract
Full job description
Acceleration academies focuses on providing research-backed strategies for re-engaging and educating community students who have abandoned education before high school graduationAcceleration academies begins with assessment of specific academic needs of each individual, and ultimate development of research-backed strategies for meeting those academic needs—through personalized, face-to-face, blended learning and group instruction, delivered over flexible hoursEach student who attains content mastery earns a high school diploma from his or her original school district tuition-free and in accordance with all state and district requirements.
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Position title: *model fidelity coach | resiliency & restorative practices
Reports to: chief academic officer
Employment type: 1099 contractor
Location: remote
Role expectations
The role of the model fidelity coach of resiliency and restorative practices is to implement systems and processes that increase student resilience and promote a restorative-practices approach to conflict management, thereby increasing engagement, success, graduation rates, and post-secondary readiness while ensuring the consistent implementation of the acceleration academies’ model fidelity framework, domain b.
The model fidelity coach for resiliency and restorative practice will be responsible for the following areas:
Resiliency and restorative practice
Leading the organization’s social-emotional learning effort as noted in the model fidelity framework
Increasing organizational knowledge and expertise in areas specific to student trauma, compassion, and resiliency
Supporting instructional practices, curricular domains, and specific strategies for compassionate classrooms and schools
Lead and train team members in running community circles and holding restorative conferences
Building compassionate school-community partnerships
Training staff in the recognition and understanding of adverse childhood experiences (aces)
Professional learning plans
Ensure that all plps are properly updated and that all gcs are receiving the necessary ongoing guidance
Host monthly plc sessions to review data, build community, and support continuous improvement
Meet with individual career coaches and life coaches and provide work direction or support as needed
Collaborating with network leaders
Collaborating with model fidelity coaches across sites to align the national vision with site-specific variations
Designing and delivering collaborative professional development, in conjunction with the leadership team
Attending network meetings and local huddles as needed
In order to improve graduation candidate achievement, the coach:
Serves as part of the organization’s model fidelity team
Facilitates job-embedded, ongoing professional learning for content coaches, career life coaches, staff, and administration based on acceleration academy model and goals
Ensures that staff acquires the understanding and skills to enhance instructional practices at the classroom level
Differentiates support by collaborating directly with educators (e.gAnalyzing data, planning, modeling, observing, co-teaching, reflecting and providing non-evaluative feedback)
Acquires knowledge, skills, and strategies aligned to research that effectively impact the instructional practices relevant to teaching, learning, and coaching
Work collaboratively with the life coaches to support development and implementation of workshops for graduation candidates that support social and emotional growth and post-secondary planning
Facilitate professional learning communities across sites to promote collaboration both locally and nationally
Serve as the liaison between the acceleration academies network team and the local academy staff supporting training needs
Qualifications of the coach
The effectiveness of any coaching initiative hinges on the selection of a candidate that is highly qualified as a teacher, knowledgeable in content, and skilled in the sophisticated practices of coachingLeadership and development coaches must meet the following criteria:
Current teaching, counseling, mental health/social work, and/or administrative certification
Experience in instructional coaching and/or developing and implementing professional development
Track record or evidence of improving student achievement
Knowledge and use of a rich array of instructional approaches, resources, and technologies in the core content area(s)
Demonstrated skills in analyzing and using data for instructional decision-making;
Interpersonal, problem solving, and organizational skills required to effectively facilitate coaching and staff learning
Ability to design and/or broker (individually or in collaboration with others) high quality professional learning for teachers/school staff
Job type: contract
Work location: multiple locations
