CORE UTK Coach Job at Los Angeles Education Partnership
POSITION SUMMARY
The CORE UTK Coach will be hired by LAEP and supervised by LAEP's CORE Director. The coach provides critical thought-partnership, high quality professional learning, and equity-centered coaching to clients to support the organization's development of systems, practices, strategic planning, interventions and partnerships needed to effectively develop sustainable systems that support student and staff well-being and resilience. This position facilitates high quality professional learning, communities of practice, team, and 1:1 coaching rooted in a trauma-informed approach and an equitable leadership lens to support staff wellbeing. The coach will focus on supporting UTK leaders to improve the overall school climate and implement trauma-informed systems to reduce re-traumatization, promote student and staff resilience and increase positive academic and non-academic outcomes for students. The coach is also responsible for generating business development opportunities to expand the reach of LAEP's CORE by fulfilling workshops, securing other CORE contracts with clients, and promoting the work of LAEP through professional interactions and follow up.
ESSENTIAL DUTIES & RESPONSIBILITIES
The essential functions include, but are not limited to the following:
Provide high quality, UTK and equity-focused coaching for district, site, and/or teacher leaders across the region to build their capacity to become resilient and effective instructional leaders that use distributed leadership practices and continuous improvement practices to promote equitable outcomes for staff and students.
•
Provide coaching and support to each assigned coachee in UTK planning and implementation, translating leadership theory to practice, utilizing the distributed leadership and equity-centered coaching approach as well as other supportive frameworks when appropriate.
•
Engage UTK educational leaders in ongoing consultation and coaching that is reflective, responsive, supportive, contextual, and promotes sustainable trauma-informed mindsets, systems, practices, and school-community partnerships.
•
Co-create strategic plans based on a holistic review of data and coachees' self-identified growth goals or the site/team's problem of practice.
•
Work collaboratively with the teams and coach staff through the development and implementation of a strategic plan that supports the use of distributed leadership practices and results in enhancing the wellbeing of staff and equitable outcomes for all.
•
Embrace and model a collective resilience and equity-centered approach to school improvement.
•
Document coaching interactions effectively within required timelines.
•
Employ Adaptive Schools strategies and the Cognitive Coaching framework to support adult learning and professional growth of all leaders.
Facilitate high quality in person and virtual professional learning experiences for district, site, teacher leaders, and site teams.
•
For each learning series assigned, design and facilitate high quality professional learning that provides new learning and opportunities for practice, model alignment with the QPLS, and achieve the prescribed learning outcomes
•
Research, investigate and explore local contexts and goals of each county and LEA in order to customize PL to their unique strengths and needs
•
Ensure that all learning is relevant and applicable for principals, teacher leaders, and district leaders that make up the LEA teams
•
Engage educational leaders in PL that is reflective, responsive, supportive, contextual and promotes sustainable trauma-informed mindsets, systems, practices and school-community partnerships
•
Document PL feedback and outcomes effectively within required timelines.
•
Employ Adaptive Schools strategies to support adult learning and professional growth of all leaders.
Facilitate high quality communities of practice (CoPs) for district, site, teacher leaders, and site teams.
•
For each learning series assigned, design and facilitate CoPs that create safe and brave spaces for leaders to share problems of practice and receive feedback from colleagues, mentors, coaches, and experts.
•
Leverage continuous improvement that allows each CoP to learn and network with each other around common success, challenges, and areas of growth.
•
Coordinate CoP opportunities across counties, and partnerships.
•
Document CoP interactions and outcomes effectively within required timelines.
Participate as a collaborative partner in the development, evaluation, and revision of the LAEP's CORE Program.
•
Seek collaboration and incorporate feedback into the creation and design of CORE curriculum and resources
•
Work as part of the LAEP team, focused on the successful development and implementation of CORE at each school site
•
Demonstrate a working knowledge of program expectations.
•
Administer baseline data instruments and participate in the collection and input of evaluation data used to measure on-going program effectiveness and progress toward goals.
•
Cultivate new leads for contracts
•
Collaborate with CORE Director in order to secure new contracts and design objectives for work consistent with the vision, mission, and values of the LAEP
•
Support a culture of excellence, teamwork, and collaboration amongst principals, mentors, coaches, central office staff, and amongst our own team.
Other LAEP specific duties:
•
Engage in ongoing professional learning alongside other coaches, grant and LEA partners with a growth mindset
•
Facilitate communication including, e.g., action plans, weekly coaching updates.
•
Generate clear and ongoing communication for assigned participants, LAEP, and the partners via in person, virtual, and written methods
•
Design and facilitate resilient learning experiences for LAEP staff, as needed
•
Check in bi-weekly with CORE Director to report on deliverables and evidence of other duties as assigned.
•
Utilize technology for email, communication, and other documentation such as Office 365
•
Attend all required meetings and program events.
•
Meet established deadlines
Other duties as assigned.
SUPERVISORY RESPONSIBILITY
May be responsible for supervising a section within the department (resources) or a small department of direct reports. Confers with manager or director about human resources and operational issues. If no supervisory responsibilities, serves as single incumbent for critical function.
QUALIFICATIONS (KNOWLEDGE, SKILLS, AND ABILITIES)
Knowledge:
•
A valid California teaching and/or admin credential
•
3 years minimum, coaching experience or 5 years minimum full-time, administration experience
•
5 years minimum full-time, early childhood or early elementary teaching/coaching experience
•
Prefer Cognitive Coaching and/or Adaptive Schools trained
•
Proficient in Microsoft Office (Word, Excel, Access, PowerPoint)
•
BA required, Master's degree preferred in a related field such as primary education or early education
•
Experience with implementation of equity-centered approach to school improvement
•
Proven experience in effectively providing consultation and/or leadership coaching
•
Knowledge of most of the following: UTK, P-3, Social Emotional Learning (SEL), trauma-informed practices, restorative justice, EL Roadmap, EL best practices, QPLS, CPSEL, Common Core and NGSS Standards, SBAC, Adult Learning Theory, Coherence Framework, data analysis protocols, Community Schools, Project-based learning, team development, strategic planning
Skills:
•
Experience with project planning to increase leadership capacity
•
Excellent communication and organizational skills; strong written and interpersonal skills
•
Bilingual English/Spanish preferred
•
Experience developing and facilitating professional development trainings for instructional leaders (i.e., Cognitive coaching; Design Thinking; Asset based strategies; Critical Friends culture; Adaptive Schools strategies; Lesson study; Instructional Rounds; Modeling of CCSS-aligned instructional strategies)
•
Experience facilitating strategic planning and collaboration around instructional priorities and school climate
•
Demonstrated ability to facilitate collaboration among diverse stakeholders
•
Ability to quickly establish and maintain cooperative and effective professional relationships, build trust in a limited time, and engage with a broad range of school-based staff and community partners around building a trauma sensitive culture
•
Ability to demonstrate effective skills in group facilitation, managing teams/groups, organizational dynamics, and consensus building.
•
Cultural awareness and ability to navigate and promote sensitivity with issues of race and equity and knowledge of racial equity and racial justice in the context of public education
•
Excellent project management skills, ability to balance multiple priorities with proven ability to anticipate challenges, solve problems and maintain a calm demeanor in high-pressure situations
•
Strong analytical, time management, organizational and interpersonal skills
•
Knowledge and/or experience with change management as it relates to positive organizational change
Disposition:
•
Experience working with students of diverse abilities & backgrounds
•
Demonstrated ability to work effectively as a member of a team
•
Builds excellent rapport and relationships with colleagues and clients
LICENSING AND CERTIFICATIONS (IF APPLICABLE)
•
Daily driving could be required, must provide own vehicle, valid Driver's License, and proof of California's minimum vehicle insurance coverage.
•
Must pass a criminal background check.
DELEGATION OF AUTHORITY & WORK COMPLEXITY
Tasks are multiple and diverse with some interrelationship across processes. Handles some unrelated functions. Work requires the direct application of a variety of procedures, policies, and/or precedents. May monitor budget activities & has some responsibility for budget and expenditure authority of a section or a department within the organization.
SCOPE & RANGE OF INDEPENDENT JUDGMENT, DECISION MAKING, & PROBLEM-SOLVING
Develops objectives and general policies and procedures for a specific program or functional area of responsibility within general scope of established operational goals and plans. Day-to-day work and decisions do not require direction or review by immediate supervisor. Frequently solves complex problems. End results are reviewed by supervisor. Strategic issues are referred to supervisor.
PHYSICAL DEMANDS AND WORK ENVIRONMENT
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position.
Reasonable accommodations may be made to enable individuals with disabilities to perform the functions.
•
While performing the duties of this job, you are frequently required to sit; stand; stoop; bend; walk; talk; hear; use hands to grip, type; reach with hands and arms, occasionally required to stand, or walk on uneven surfaces; and climb stairs.
•
Ability to lift and carry up to 20 pounds.
•
Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus.
•
The noise level in the work environment is usually low to moderate.
Please Note :
caminobluff.com is the go-to platform for job seekers looking for the best job postings from around the web. With a focus on quality, the platform guarantees that all job postings are from reliable sources and are up-to-date. It also offers a variety of tools to help users find the perfect job for them, such as searching by location and filtering by industry. Furthermore, caminobluff.com provides helpful resources like resume tips and career advice to give job seekers an edge in their search. With its commitment to quality and user-friendliness, Site.com is the ideal place to find your next job.
The CORE UTK Coach will be hired by LAEP and supervised by LAEP's CORE Director. The coach provides critical thought-partnership, high quality professional learning, and equity-centered coaching to clients to support the organization's development of systems, practices, strategic planning, interventions and partnerships needed to effectively develop sustainable systems that support student and staff well-being and resilience. This position facilitates high quality professional learning, communities of practice, team, and 1:1 coaching rooted in a trauma-informed approach and an equitable leadership lens to support staff wellbeing. The coach will focus on supporting UTK leaders to improve the overall school climate and implement trauma-informed systems to reduce re-traumatization, promote student and staff resilience and increase positive academic and non-academic outcomes for students. The coach is also responsible for generating business development opportunities to expand the reach of LAEP's CORE by fulfilling workshops, securing other CORE contracts with clients, and promoting the work of LAEP through professional interactions and follow up.
ESSENTIAL DUTIES & RESPONSIBILITIES
The essential functions include, but are not limited to the following:
Provide high quality, UTK and equity-focused coaching for district, site, and/or teacher leaders across the region to build their capacity to become resilient and effective instructional leaders that use distributed leadership practices and continuous improvement practices to promote equitable outcomes for staff and students.
•
Provide coaching and support to each assigned coachee in UTK planning and implementation, translating leadership theory to practice, utilizing the distributed leadership and equity-centered coaching approach as well as other supportive frameworks when appropriate.
•
Engage UTK educational leaders in ongoing consultation and coaching that is reflective, responsive, supportive, contextual, and promotes sustainable trauma-informed mindsets, systems, practices, and school-community partnerships.
•
Co-create strategic plans based on a holistic review of data and coachees' self-identified growth goals or the site/team's problem of practice.
•
Work collaboratively with the teams and coach staff through the development and implementation of a strategic plan that supports the use of distributed leadership practices and results in enhancing the wellbeing of staff and equitable outcomes for all.
•
Embrace and model a collective resilience and equity-centered approach to school improvement.
•
Document coaching interactions effectively within required timelines.
•
Employ Adaptive Schools strategies and the Cognitive Coaching framework to support adult learning and professional growth of all leaders.
Facilitate high quality in person and virtual professional learning experiences for district, site, teacher leaders, and site teams.
•
For each learning series assigned, design and facilitate high quality professional learning that provides new learning and opportunities for practice, model alignment with the QPLS, and achieve the prescribed learning outcomes
•
Research, investigate and explore local contexts and goals of each county and LEA in order to customize PL to their unique strengths and needs
•
Ensure that all learning is relevant and applicable for principals, teacher leaders, and district leaders that make up the LEA teams
•
Engage educational leaders in PL that is reflective, responsive, supportive, contextual and promotes sustainable trauma-informed mindsets, systems, practices and school-community partnerships
•
Document PL feedback and outcomes effectively within required timelines.
•
Employ Adaptive Schools strategies to support adult learning and professional growth of all leaders.
Facilitate high quality communities of practice (CoPs) for district, site, teacher leaders, and site teams.
•
For each learning series assigned, design and facilitate CoPs that create safe and brave spaces for leaders to share problems of practice and receive feedback from colleagues, mentors, coaches, and experts.
•
Leverage continuous improvement that allows each CoP to learn and network with each other around common success, challenges, and areas of growth.
•
Coordinate CoP opportunities across counties, and partnerships.
•
Document CoP interactions and outcomes effectively within required timelines.
Participate as a collaborative partner in the development, evaluation, and revision of the LAEP's CORE Program.
•
Seek collaboration and incorporate feedback into the creation and design of CORE curriculum and resources
•
Work as part of the LAEP team, focused on the successful development and implementation of CORE at each school site
•
Demonstrate a working knowledge of program expectations.
•
Administer baseline data instruments and participate in the collection and input of evaluation data used to measure on-going program effectiveness and progress toward goals.
•
Cultivate new leads for contracts
•
Collaborate with CORE Director in order to secure new contracts and design objectives for work consistent with the vision, mission, and values of the LAEP
•
Support a culture of excellence, teamwork, and collaboration amongst principals, mentors, coaches, central office staff, and amongst our own team.
Other LAEP specific duties:
•
Engage in ongoing professional learning alongside other coaches, grant and LEA partners with a growth mindset
•
Facilitate communication including, e.g., action plans, weekly coaching updates.
•
Generate clear and ongoing communication for assigned participants, LAEP, and the partners via in person, virtual, and written methods
•
Design and facilitate resilient learning experiences for LAEP staff, as needed
•
Check in bi-weekly with CORE Director to report on deliverables and evidence of other duties as assigned.
•
Utilize technology for email, communication, and other documentation such as Office 365
•
Attend all required meetings and program events.
•
Meet established deadlines
Other duties as assigned.
SUPERVISORY RESPONSIBILITY
May be responsible for supervising a section within the department (resources) or a small department of direct reports. Confers with manager or director about human resources and operational issues. If no supervisory responsibilities, serves as single incumbent for critical function.
QUALIFICATIONS (KNOWLEDGE, SKILLS, AND ABILITIES)
Knowledge:
•
A valid California teaching and/or admin credential
•
3 years minimum, coaching experience or 5 years minimum full-time, administration experience
•
5 years minimum full-time, early childhood or early elementary teaching/coaching experience
•
Prefer Cognitive Coaching and/or Adaptive Schools trained
•
Proficient in Microsoft Office (Word, Excel, Access, PowerPoint)
•
BA required, Master's degree preferred in a related field such as primary education or early education
•
Experience with implementation of equity-centered approach to school improvement
•
Proven experience in effectively providing consultation and/or leadership coaching
•
Knowledge of most of the following: UTK, P-3, Social Emotional Learning (SEL), trauma-informed practices, restorative justice, EL Roadmap, EL best practices, QPLS, CPSEL, Common Core and NGSS Standards, SBAC, Adult Learning Theory, Coherence Framework, data analysis protocols, Community Schools, Project-based learning, team development, strategic planning
Skills:
•
Experience with project planning to increase leadership capacity
•
Excellent communication and organizational skills; strong written and interpersonal skills
•
Bilingual English/Spanish preferred
•
Experience developing and facilitating professional development trainings for instructional leaders (i.e., Cognitive coaching; Design Thinking; Asset based strategies; Critical Friends culture; Adaptive Schools strategies; Lesson study; Instructional Rounds; Modeling of CCSS-aligned instructional strategies)
•
Experience facilitating strategic planning and collaboration around instructional priorities and school climate
•
Demonstrated ability to facilitate collaboration among diverse stakeholders
•
Ability to quickly establish and maintain cooperative and effective professional relationships, build trust in a limited time, and engage with a broad range of school-based staff and community partners around building a trauma sensitive culture
•
Ability to demonstrate effective skills in group facilitation, managing teams/groups, organizational dynamics, and consensus building.
•
Cultural awareness and ability to navigate and promote sensitivity with issues of race and equity and knowledge of racial equity and racial justice in the context of public education
•
Excellent project management skills, ability to balance multiple priorities with proven ability to anticipate challenges, solve problems and maintain a calm demeanor in high-pressure situations
•
Strong analytical, time management, organizational and interpersonal skills
•
Knowledge and/or experience with change management as it relates to positive organizational change
Disposition:
•
Experience working with students of diverse abilities & backgrounds
•
Demonstrated ability to work effectively as a member of a team
•
Builds excellent rapport and relationships with colleagues and clients
LICENSING AND CERTIFICATIONS (IF APPLICABLE)
•
Daily driving could be required, must provide own vehicle, valid Driver's License, and proof of California's minimum vehicle insurance coverage.
•
Must pass a criminal background check.
DELEGATION OF AUTHORITY & WORK COMPLEXITY
Tasks are multiple and diverse with some interrelationship across processes. Handles some unrelated functions. Work requires the direct application of a variety of procedures, policies, and/or precedents. May monitor budget activities & has some responsibility for budget and expenditure authority of a section or a department within the organization.
SCOPE & RANGE OF INDEPENDENT JUDGMENT, DECISION MAKING, & PROBLEM-SOLVING
Develops objectives and general policies and procedures for a specific program or functional area of responsibility within general scope of established operational goals and plans. Day-to-day work and decisions do not require direction or review by immediate supervisor. Frequently solves complex problems. End results are reviewed by supervisor. Strategic issues are referred to supervisor.
PHYSICAL DEMANDS AND WORK ENVIRONMENT
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position.
Reasonable accommodations may be made to enable individuals with disabilities to perform the functions.
•
While performing the duties of this job, you are frequently required to sit; stand; stoop; bend; walk; talk; hear; use hands to grip, type; reach with hands and arms, occasionally required to stand, or walk on uneven surfaces; and climb stairs.
•
Ability to lift and carry up to 20 pounds.
•
Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus.
•
The noise level in the work environment is usually low to moderate.
Please Note :
caminobluff.com is the go-to platform for job seekers looking for the best job postings from around the web. With a focus on quality, the platform guarantees that all job postings are from reliable sources and are up-to-date. It also offers a variety of tools to help users find the perfect job for them, such as searching by location and filtering by industry. Furthermore, caminobluff.com provides helpful resources like resume tips and career advice to give job seekers an edge in their search. With its commitment to quality and user-friendliness, Site.com is the ideal place to find your next job.