ELA Content Coach (ELA Teacher)

Acceleration Academies is passionate about improving student outcomes. We provide two capabilities that drive student success. Our dropout recovery and student re-engagement program (Acceleration Academies), is an innovative education partner helping young adults overcome real-life challenges to earn their high school diploma tuition-free through partnerships with state or local school districts across the country. Our technology platform (Incite®) enables data-driven teaching and learning. These offerings are both rooted in our belief that every student deserves access to the best instruction, tools and resources possible.

Position Title: ELA Content Coach

Reports To: District Director

FTE: Full-Time

Location: Miami-Dade Acceleration Academy (Homestead location)

Salary Range: $62,000k-$70,000k 

Role Expectations

Content Coaches serve as the primary learning resource for our Graduation Candidates (GCs), collaborating within a team environment to (1) teach a competency-based blended curriculum in which GCs demonstrate proficiency through summative assessments, (2) develop supplemental lessons and provide interventions in which GCs demonstrate proficiency through formative assessments, and (3) ensure that every GC masters the content on the path to high school graduation and post-secondary success.

Job Requirements

• Education: Bachelor's degree or higher 
• Years of Experience: 2+ years of relevant experience
• License/Certification: English endorsement valid in the state of Florida (Required for the position)
• Background Check: Demonstration of a clear state and federal criminal history 

Core Competencies 

The following core competencies define what the organization requires of its employees to succeed and how we expect overall goals to be accomplished each and every day.

• Communication & Interpersonal Skills
• Collaboration & Teamwork
• Caring & Inclusiveness
• Flexibility & Adaptability
• Honesty, Integrity & Reliability
• Results-Orientation

Role-Specific Competencies 

These competencies are specific to the Content Coach position. 

• Subject Knowledge
• (Area of Expertise)
• Coachability & Learning Orientation
• Organizational Planning & Time Management
• Facilitation & Engagement
• Technological Aptitude

Job Responsibilities

Enrollment

• Assist with the development of Personalized Learning Plans for GCs
• Support new GC enrollment recruitment and engagement efforts 

Retention

• Serve as an advisor for assigned GCs by facilitating communication between the learner, his or her family when appropriate, and the GC support team, as well as monitoring attendance, academic progress, and overall wellness

Academics

• Responsible for collecting data, planning, development, and implementation of IEPs for the GC) with exceptionalities
• Employ special educational strategies and techniques through curriculum modification and differentiation of instruction, as appropriate, for GCs who have an Individualized Education Plan (IEP)
• Demonstrate skills in analyzing and using data for instructional decision-making
• Co-teach with Content Coaches by modeling instructional practices and interventions
• Monitor all required data for compliance with the FTE requirements for local, state, and federal reports
• Conduct regular progress monitoring and assessments to gauge individual progress
• Participate in the development and success of GC data meetings, Professional Development workshops, and other school/ community events

Advocacy

• Provide information and resources to staff, parents/guardians and GCs) regarding all aspects of services (educational, social, medical, l) available to GCs with exceptionalities
• Ensure that all Content Coaches and staff are aware of the needs and services for each GCs with exceptionalities by facilitating IEP goal meetings
• Assist the Director in the oversight of the ESE program and attend district meetings when requested 
• Participate in academy meetings and other community events
• Perform other related duties as assigned

Additional Qualifications 

• Bilingual preferred (Spanish)
• Proficient understanding of ESE (Exceptional Student Education), ELL (English Language Learner), and behavior intervention practicesExperience working in a non-traditional school setting and/or with youth who may be considered at-risk

• Demonstrates a commitment and passion for supporting high school aged youth, who have disengaged from a traditional school setting, by creating opportunities for academic and personal breakthroughs 

• Strong understanding of and comfort with the use of technology in an educational setting. 
• Experience with any of the following: project-based learning, instructional coaching, portfolio assessment, a competency-based education model, cooperative learning, integration of technology and cross-disciplinary learning, alternative assessments and integrating school to career experiences into the curriculum

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to sit, talk and hear. The employee is frequently required to use hands to touch, handle, or feel. The employee is occasionally required to stand; walk; reach with hands and arms and stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 20 pounds. Specific vision abilities required by this job include close vision. 

Work Environment and Work Demands

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. While performing the duties of this job, the employee may occasionally be exposed to outside weather conditions. The noise level in the work environment is consistent with that of a collaborative school environment.

Acceleration Academies is an Equal Opportunity Employer

The following statements are intended to describe the general nature and level of work to be performed and are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. It is understood that other related duties may be assigned. To perform this job successfully, an individual must be able to perform all aspects of the position, described below satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.