Description:

Job Category: Extended School Year – Salaried Teachers and Other Licensed Salaried Employees

Classification: FTE 1.0

Job Location: Onsite

Starting Salary: $42,600 - 73,320+

Reports To: Director of Teaching & Learning

An in-person panel interview is planned (date TBD)

Hmong College Prep Academy’s mission is to provide the best integrated, challenging, and well-rounded educational experience to students in grades K-12. If you want to make a difference as part of a dynamic educational community, we invite you to apply to join our team at Hmong College Prep Academy where graduates will be rich in experiences, culture, knowledge and pride, and will be ready for the challenges of college and beyond.

Position Summary

HCPA is a Title I Charter School that serves students through a school-wide plan for instruction that is focused on the needs of at-risk students. The Elementary Instructional Coach plays an essential role in collaborating with administration, grade level leads, teachers, other coaches, and school personnel to promote a high-quality, rigorous, positive, and student-focused atmosphere and culture at HCPA. Instructional coaches work alongside teachers and administration actively to ensure that HCPA implements best practices and high-quality instruction in order to increase student engagement, improve academic achievement, and to close the achievement gap.

Responsibilities

Coaching and Instructional Leadership

Coaches work both inside and outside the classroom to promote strong instruction and a student-centered perspective.

• Support, train, and coach teachers one-on-one and in small groups to implement and modify curriculum aligned to state content standards.
• Conduct demonstration lessons and/or co-teach lessons to help teachers improve classroom skills and practices.
• Build and maintain relationships with teachers based on mutual respect, positivity, and a growth mindset.
• Provide teachers with resources and materials to better execute standards-aligned lessons, instruction, and differentiation in order to move students to and above grade level expectations.
• Conduct informal observations of teachers in instruction, curriculum, and/or Culture/Climate (HCPA Way).
• Provide feedback and guidance to teachers.
• Help to build leadership capacities teachers.

Planning, Development, and Collaboration

• Work with administration, other coaches, and teachers to develop academic unit plans/lesson plans and pacing, school culture/climate long-range plans, and strategies to target student needs.
• Support administration to help adopt curriculum and other resources that will enhance teaching and learning, school culture and climate.
• Work to align curriculum and instruction to state academic standards.
• Work independently and alongside teachers, other coaches, and administration in order to develop high-quality assessments.
• Review and monitor multiple sources of data in order to identify areas of strengths and deficits in instruction and student learning.
• Work with grade level teams of teachers to monitor students’ academic progress and remedy failing grades to help students using research-based strategies.
• Coordinate curriculum, resource, and material distribution and use school-wide.
• Meet with grade level/department leads in order to plan for grade level needs and professional development.
• Communicate regularly, openly, and positively throughout teams and staff to address school issues, develop common understanding of outcomes, support teachers, identify challenges, and celebrate successes.

School-Wide Professional Development and Initiative Facilitation

A coach works to develop professional activities and meetings in order to support teacher learning and student growth.

• Facilitate focused and productive meetings and discussions around classroom, school, and curriculum needs.
• Instruct students in whole class, small group, or one-on-one settings as needed and in accordance to school needs/initiatives.
• Lead and participate in other school activities and initiatives, such as family nights and parent academies, in order to encourage and support community and family connections.
• Field test strategies or initiatives in order to identify critical attributes for classroom implementation.
• Other
• Supervise student activities, which may include:

o Bus duty – assist with walking students to the busses at the end of the day

o Breakfast and/or lunch duty – assist with monitoring based on a rotational schedule

Accountabilities

• Adhere to MN Teachers Code of Conduct
• Supports school goals and objectives consistent with the vision, mission, and values of HCPA.
• Participates in creating a culture of excellence, teamwork and collaboration amongst the staff, teachers, students, and families; a culture that is positive, open to the views of others, and uses social skills to resolve conflicts.
• Establishes and maintains effective and cooperative relationships with students, parents, teachers, and other school staff.
• Responds appropriately and promptly to parent, student, and staff member needs.
• Maintains strict confidentiality regarding students and the educational setting.

Engagement Activities

Volunteer activities

3 HCPA volunteer activities are required. These events take place outside of the traditional school day. Teachers may select the activities that fit best with their interests and student grade level. These activities may include open houses, school dances, prom, concerts, etc.

Required activities:

• Grade Level Parent Meetings
• Fall and Spring Parent /Teacher Conferences
• HCPA Graduation

Misc. Committees

There are many additional opportunities for members of the HCPA teaching staff to engage with the community and personally expand their skills. Participation in these committees is highly encouraged.

Requirements:

Required Qualifications

• BA or MA in education related field
• Minnesota Teaching Licensure
• Knowledge and understanding of the rigor, depth, and complexity of the Minnesota state content standards/Common Core standards across grade levels.
• Proven proficiency in classroom instruction with documented student data illustrating achievement of instructed students.
• Familiarity with current research and best practices within education.
• Capacity to use a wide range of evidence-based methods and curriculum materials to support instruction, including the ability to differentiate for students at different levels.
• Capability to use a variety of assessment and diagnostic tools and practices to plan and evaluate effective instruction.
• Aptitude in analyzing data, identifying trends, and determining root causes in order to develop and implement appropriate teacher and staff training and development.
• Knowledge of and ability to coach adult learners, maintain positive relationships, and work in a collaborative environment.
• Ability to maintain flexibility and a growth mindset in challenging and demanding situations.
• Openness to learning and growing as a coach and professional.
• Willingness to learn the resources and tools available to target student needs.
• Strong interpersonal skills - the ability to work effectively with students, parents, district staff and community members from diverse backgrounds.
• Ability to communicate effectively, both verbally and in writing.
• Excellent organizational and time management skills; ability to multi-task.
• Knowledge of the programs, functions, and procedures of a school setting.
• Ability to remain calm in emergency and stressful situations.
• Ability to exercise initiative and sound and effective judgment within established guidelines.

Summer Work

If the instructional coach is not a 12-month staff member, additional summer days will be required. Twenty (20) additional contract days will be required, which are not included in the calculation of the regular contract. Compensation will be provided for these days of work. If additional days are needed, it will be arranged and coordinated through the supervisor, CAO and instructional coach.

Preferred Qualifications

• Preferred 5 years of teaching experience and/or 3 years of Teacher Leadership Service in K-12 setting. Other related experience may be considered.
• For coaches who will be working with literacy, possession of K-12 Minnesota Reading license preferred. Additionally, there is a strong preference for candidates trained in LETRS (Language Essentials for Teachers of Reading and Spelling) or those who have in experience with structured literacy and systematic, explicit instruction based in the science of reading in the areas of phonological awareness, phonics, vocabulary, reading comprehension, writing, language comprehension.

Other Information

Transcript - Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30

days of your start date. Formal credential evaluation is required for post-secondary education completed outside

of the United States.

Work Environment/Conditions

• Duties are normally performed in a school/classroom environment; school building is a multi-level building that has an elevator and is accessible.
• Position requires extensive interaction with children of all ages.
• Possible exposure to loud and noisy locations (e.g. loud classrooms or cafeterias; children speaking or laughing loudly).
• Operate standard equipment (computer, fax machine, telephone, copier machines, etc.).
• Fast-paced environment.
• Requires frequent keyboarding which calls for repetitive motion and rapid eye movements, frequent use of the telephone.
• Position requires the ability to sit for extended periods of time, ability to push, reach, or bend.
• Work may require weekend and/or evening work and some travel may be required.

For details on the benefits program go to: https://www.hcpak12.org/Page/136

To apply or check out other opportunities, go to https://www.hcpak12.org/careers

Equal Employment OpportunityHmong College Prep Academy District is an equal opportunity employer and supports an inclusive workplace environment.