Career Center

Essential Functions: Responsibilities and Essential Functions: Establish and maintain a trustful relationship with beginning teachers to help develop their autonomy as professionals; Demonstrate skillful use of coaching conversations;Assist beginning teachers in reflecting and analyzing their practice and reviewing student work; Use knowledge of equity principles to deepen beginning teacher's application of standards model as appropriate teaching and learning practices;Provide opportunities for beginning teachers to identify instructional resources and support throughout the entire school community;Incorporate technology and analysis of data to advance both beginning teacher learning and classroom practice; Help Metro Detroit TRUE New Teacher to set realistic expectations for new teachers in the area of classroom management, pacing of lessons, curriculum, and technology; Available to listen and offer assistance whenever necessary;Meet with the Metro Detroit TRUE New Teacher consistently, no less than bi-weekly;Observations and coaching conversations.Other Duties and Responsibilities:Attend coaches' onboarding, orientation, and monthly meetings;Provide written documentation requirements for Metro Detroit TRUE Project;Maintain and submit required coaching documentation;Display ability to work collaboratively with others on a team;Perform other tasks, duties, or services consistent with this position as assigned.

Qualifications: Post-Bachelor's degrees and or endorsements for Part-Time Faculty Instructional Coaches;Bachelor's Degree for Part-Time Faculty Instructional Assistants;Certification in Secondary (grades 6-12) Science and/or Mathematics;Experience teaching and advocacy in an urban school context;Experience in instructional coaching within a multicultural school context;Commitment to educational equity and the pursuit of social, emotional, and academic success of all school children;Use of digital tools for planning, teaching, and coaching; The use of an instructional coaching model for supporting new teachers in growing their professional practice;Experience with social and emotional learning skills development in the teaching and learning process;Experience with culturally responsive teaching practices.