ESSENTIAL DUTIES

• Build instructional coaching skills and content expertise of coaches to ensure high-quality, impactful support of teachers, through:
• Contributing to management of coaches in collaboration with Program Managers on Project Team to successfully meet the goals of the project through observation and feedback cycles and 1:1 coaching and support
• Acting as a coaching and content area expert aligned with organizational needs, i.e., has deep expertise in coaching teachers for continuous improvement and/or content expertise that they bring to bear on the project, as well as support team members to build their coaching and content expertise
• Modeling the people manager-specific competency, and implementing actions that support a positive work culture and increase productivity (e.g., provides feedback, coaching, counseling, training, development, etc.).
• Demonstrating strong organizational skills, time management, and workflow management while attending to the diverse needs of partners and keeping a radically responsive orientation


• Design scope and sequence of high-quality, research-based, ongoing development for coaches that includes professional learning content and resources 
• In collaboration with the Sr Director, Coaching Program, create materials and content for coach professional learning and development
• Utilize data from observations and Program Manager feedback to inform focus of support in order to address areas of growth and maximize impact
• Apply best practices for virtual and in-person adult learning in the design of professional learning content


• Engage in cross-functional collaboration
• Collaborate with others on the Program team to continuously refine and develop high-quality professional learning content and implement professional learning
• Work with Teaching Lab team members to identify and engage new and existing school system partners on scopes of work that drive towards impact and outcomes for teachers and students
• Collaborate with the research and learning function to adapt and improve Teaching Lab’s high-quality Support Teaching Lab’s data collection and impact evaluation processes


• Engage in continuous learning
• Stay abreast of key research and guidance in the field, attend learning experiences to build skills and competencies in project management, client management, coaching, and adult facilitation
• Engage in personal and organized learning opportunities as a team member at an organization which champions racial equity and centers anti-racism
• Create and deliver training to other team members on core skills or competencies within the Senior Manager, Program role which is also transferable and critical for other roles


• Perform other duties as assigned by the Director, Program, Senior Director, Program, Managing Director, Program, and/or Executive Team.

KEY SUCCESS INDICATORS (KSI)

• The Senior Manager, Program (Coach Development) is accountable for achieving goals set in collaboration with their manager, aligned with FY24 goals, and especially, programmatic-specific Key Success Indicators (KSI) like: 


• Scale Front-line Delivery (facilitator/coach) Quality: Facilitators and coaches of professional learning create strong professional communities; facilitation and coaching is consistently excellent.
• >80% of participants say about facilitators/coaches:
• They seemed fully prepared for the session.
• They effectively built a safe learning community. 
• They made adjustments based on participants’ needs.
• T​​hey demonstrated deep knowledge of the content they facilitated/coached.
• They facilitated and/or coached clearly.
• 10% improvement between beginning and end of year on facilitation competency ratings, with particular attention paid to the priority competencies, to be identified throughout the year”


• Be Responsive to Educators: Teaching Lab professional learning responds to local needs, builds on assets, and supports educators to embrace an evidence-based and high-impact approach.
• Teacher NPS >50 
• Other educator NPS >50
• Client (buyer) NPS >50
• Each multi-year partnership demonstrates the following: At least 10 point growth over prior year FY23 NPS for teachers, other educators, and clients
• Renewal rate >90%
• 95% of contracted services or equivalent dollar amount are delivered 
• 80% of clients surveyed say, “Teaching Lab helped us advance our goals.”


• People Managers: I will inspire, enable, empower, coach and support team members to develop competencies and achieve goals.
Staffing 
• 80% of open positions (employee and contractor) on my team are filled within 10 weeks from the time of posting
Employee Onboarding & Orientation
• New employees on my team transition seamlessly to their team: 100% of employees receive and meet with their assigned buddy within two (2) weeks of completing onboarding with the People & Culture team
• 100% of new employees on my team complete onboarding and orientation training assignments within the first 90 days of employment
Employee Learning & Development
• 100% of my team will engage in professional development throughout the year via use of the annual Total Well-being funds, Boon Health coaching and/or LinkedIn Learning courses 
• Performance Development System (PDS)
• 100% of employees on my team are engaged in all relevant phases of the performance development system (PDS)
• 80% of my direct reports who engage in the PDS report, at each phase, agree that the Home Manager provided coaching or timely feedback regarding their performance.
• 80% of my direct reports agree that they are receiving valuable, values- and competency-aligned leadership coaching from their Home Managers
People Management 
• 100% positive employee retention on my team, with intentional performance management to counsel out employees who are not performing and contributing to the overall mission
Leadership Competencies
• Demonstrates growth in competencies on a scale
• 80% of direct reports agree that they are receiving meaningful feedback and coaching about their leadership competency development


• Project Lead: I will effectively lead my project teams to positive outcomes. Operate efficiently and equitably: Develop and refine internal operational structures and systems to allow all team members and contractors to do their best work every day
• 90% of employees on the projects that I lead agree that they “have the data or information I need to do my work right” 
• 90% of employees on the projects that I lead agree that the work processes and procedures are clear and sufficient 
• 80% of open positions (employee and contractor) on my projects are filled within 10 weeks from the time of posting
• Team members receive meaningful feedback for growth throughout the year: Project report cards and the PDS focus on direct feedback and growth.
• 80% of employees on the projects that I lead say they received meaningful feedback from Project Scorecards


• As applicable, within the role, model the radical commitments for our values.

ESSENTIAL QUALIFICATIONS

• Bachelor’s degree
• Five or more years combined experience working in PK-12 education, with minimum of two years experience teaching PK-12 students from traditionally underserved backgrounds with demonstrated evidence of impact
• Five or more years of experience in educator development or coaching 
• Five or more years of experience of teacher professional learning facilitation
• Five or more years combined experience directing projects and leading teams
• Experience creating the strategy for a team or business function
• Track record of effective people management aligned to equity values
• Experience setting goals, creating the systems and processes for meeting the goals for educational programming

DESIRED QUALIFICATIONS

• Advanced degree
• Experience designing or implementation a professional certification program 
• Experience providing professional learning, coaching support, and services in and for consultative organizations

WORKING CONDITIONS AND REQUIREMENTS

• Ability to work a flexible schedule to support operational needs
• Ability to perform the essential project, duties and responsibilities with or without accommodation
• All team members are expected to support program/project needs which could mean that you play multiple roles at Teaching Lab (i.e., project lead, support, subject matter expert, etc.). 
• Travel could be required for the role.  Travel is determined based on business needs and can vary depending on partnership/contract requirements.

TEACHING LAB’S VALUES AND COMPETENCIES

• Teaching Lab seeks to fundamentally shift the paradigm of teacher professional learning by reaching more educators every year with the highest impact programming.
Teaching Lab’s ultimate goals are:
• Educators learn more than they would without us
• Students learn more than they would without us, in a way that cannot be predicted by race, gender, or family income
• Educators we serve say they love our approach, and they want to keep doing it to advance educational equity
All employees are expected to embrace Teaching Lab Values, which are necessary to develop Teaching Lab Competencies, which help us to achieve our Ultimate Goals.
• Collaboration & Responsive Service
• Resilient Solution-Finding
• Research & Learning With Humility
• Accountable Excellence
• Equity & Justice

REVIEW DATE

• This position was made live on April 26, 2024 and will remain open until filled. All applications received between April 26, 2024 and May 3, 2024 will be reviewed by the hiring team. Any applications received after May 3, 2024 will be reviewed as needed.