KIPP Memphis Collegiate Schools

Memphis, TN

Type: Instructional
Full Time/Part Time: Full-Time
Start Date: Immediate
Subject:  
Grade: 5; 6; 7; 8

Organization: KIPP Memphis Collegiate Schools
Preferred Locations:

Contact:  
Email:

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Instructional Coach - Middle School

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KIPP Memphis Collegiate Schools

Memphis, TN

Type: Instructional
Full Time/Part Time: Full-Time
Start Date: Immediate
Subject:  
Grade: 5; 6; 7; 8

Organization: KIPP Memphis Collegiate Schools
Preferred Locations:

Contact:  
Email:

Instructional Coach
 
 
WHO WE ARE.
KIPP Memphis is part of KIPP (Knowledge Is Power Program), a national network of free, open-enrollment, public schools that are successful in helping students from educationally underserved communities develop the knowledge, skills, character, and habits needed to succeed in college and the competitive world beyond.  There are currently 224 KIPP schools serving nearly 100,000 students.  Today, KIPP Memphis serves over 2,800 students in our seven schools in Memphis and almost 800 alumni on their journeys to and through college with our KIPP Through College Program.
WE DO & WHY IT MATTERS.
Nationwide, only 10% of students from low income communities graduate from college, compared to 84% of their more affluent peers. Preparing our students for successful and choice-filled lives of independence and impact drives the work of all KIPP school leaders, teachers, and staff. Nationally, KIPP alumni graduate from college at 4 times the national average, which is good, but not good enough. Our goal is for 75% of our alumni to graduate from college and be prepared to live a personally and financially satisfying life.
OUR SCHOOLS.
KIPP Memphis serves over 2,800 students in grades K-12, at seven schools in north and south Memphis. Each of our elementary schools’ partner with Porter-Leath to provide a high-quality pre-K instructional experience for our communities.
 
 
ROLE OVERVIEW:
 
The Middle School Instructional Coach’s job is to support the school in driving academic outcomes for students as a key member of the school’s leadership team. We expect our Instructional Coaches to be content experts and use that expertise to develop teachers into content experts.
 
KEY RESPONSIBILITIES:
  1. Model and support implementation of the school’s vision and goals
    • Supports development of School Leader’s school-wide vision and takes an active role in investing and mobilizing teachers to achieve the collective goals of the school; owns the implementation of select school priorities in support of the school-wide vision
    • With guidance from the School Leader, leads the planning and goal setting for the contents that he/she coaches and ensures alignment with school-wide goals
  2. Contribute to school-wide planning and prioritizes time to accomplish goals
    • Provides input into the school-based strategic planning and identifies what the school’s strategic plan means for his/her own leadership and people that he/she manages
  3. Develop emerging leaders with School Leader’s guidance
    • Supports the School Leader in identifying and developing emerging and teacher leaders (Content Team Leaders and/or Grade Level Chairs) through goal setting, coaching and providing feedback            
  4. Build own and direct reports’ instructional knowledge of standards, content and instructional methods
  • Content (Standards, Curriculum, and Assessment):
    • Develops deep mastery over the academic standards in the subjects/grades for which he/she coaches, and strong understanding of academic standards for all subjects/grades. Understands the implications of standards on what a student should know and be able to do, connect teachers with relevant resources to improve their content knowledge, and therefore what a teacher needs to know and be able to do to facilitate student mastery
    • Studies curriculum and assessment content and further develops understanding of how assessments map to content mastery, and what is required of students and teachers to accomplish mastery on the assessments
    • Teaches teachers how to assess for both student mastery and growth towards college readiness and insists that assessments are used to inform teacher instruction
  • Research-based Instructional Practices (Methods and Time):
    • Develops own and teacher’s knowledge of best practices in instructional methods and teaches teachers how to match particular strategies to gaps in student mastery
  1. Develop teachers to provide rigorous and high quality instruction and support School Leader in planning and implementing enabling systems of the Academic Strategies Pyramid
  • Data Analysis (Data-driven Instruction and Progress Monitoring):
    • Lead data-driven instruction. Help teachers: determine how data aligns to end-of-year goals (what is being assessed and how it maps to standards); break-out data to analyze how different student groups are performing; determine what data is saying about areas of student mastery and growth; and identify specific instructional actions and adjustments to fill students’ knowledge and skill gaps and a timeline to do so
  • Teacher Instructional Development (Instructional Coaching, Content Teams, and Workshops):
    • Provide high-quality instructional coaching with frequent and scheduled teacher observations, actionable and bite-sized feedback, and accountability for adjustment in practice
    • Recommend to the School Leader what school-wide professional development will be the highest leverage in improving student results; lead engaging, actionable, adult-learning workshops; and hold staff accountable for implementation of the workshop practices
Prioritize Instructional Coach’s own success and sustainability by engaging lifelines and renewing to get stronger
Qualifications
  • State licensure and certification complete (Required)
  • Commitment to working with under-served students (Required)
  • Commitment to the design and development of the school (Required)
  • At least two years of teaching experience (Preferred)
  • Bachelor’s Degree (Required)
  • Master’s in Education / Teaching / Content area (Preferred)
  • Experience/strength in content area/Highly Qualified status (Preferred)
  • Experience teaching in an urban school (Preferred)