DUTIES AND RESPONSIBILITIES

• Ongoing, facilitate both in-person and virtual group professional learning to teachers, school-based coaches, and instructional leaders related to the implementation of high-quality math curriculum materials, including Illustrative Mathematics in K-12. Facilitation assignment will be based on Facilitator’s knowledge and experience with specific grade-bands or math content areas. Topics for professional learning include but are not limited to:
• Problem-based math curricula demands and design principles
• Mathematical language routines
• Enhancing access and challenge for all students, including students with disabilities, multilingual learners, and students with unfinished learning
• Universal design for learning
• Instructional decision-making 
• Leveraging vertical alignment for planning


• Weekly, 2-4 days/week based on availability and need, provide both in-person and virtual 1:1 coaching services to teachers, school-based coaches, or instructional leaders related to the implementation of high-quality curriculum materials that lead to significant student learning outcomes. Engage in the phases of a coaching cycle of inquiry:
• Identifying needs & determining a focus 
• Setting goals 
• Implementation & support, which can include any of the following: Conducting observations and providing feedback through instructional walkthroughs, or providing in-person modeling and/or co-teaching with teachers
• Analyzing & discussing student data 


• Ongoing, designing or adapting coaching content and then facilitating meetings with school-based coaches and instructional leaders, including but not limited to: 
• Facilitating Problem of Instructional Practice protocol
• Identifying research-based instructional strategies to implement with teachers in professional learning community (PLC)
• Supporting school-based coaches and leaders to implement an action plan and monitor progress
• Communicating strategic plans and progress of PL goals


• Ongoing, engage in project management and administrative responsibilities, including but not limited to:
• Creating a coaching plan for each coaching cycle
• Completing one coaching log per coaching interaction 
• Supporting and monitoring timeline data collection, including but not limited to: conducting classroom observation, collecting student work samples, administering educator surveys, and encouraging teachers to administer student surveys to measure the impact and progress toward project goals
• Documenting and providing regular reports of coaching activities and progress to the school leadership team Attending Teaching Lab internal planning and work meetings 
• Completing other tasks assigned by the Project Leader to be responsive to the needs of educators 

REQUIRED QUALIFICATIONS

• At least two (2) years experience as an instructional coach to teachers or school leaders with evidence of impact on student math learning outcomes
• Experience facilitating impactful professional learning and coaching for educators in virtual and in-person settings
• Experience building and managing relationships with diverse stakeholders in an education context 
• Experience empowering teachers through trusting relationships and shifting mindsets/beliefs about students’ potential
• Deep understanding of the content standards (K-12)
• Deep knowledge of problem-based mathematics curricula such as Illustrative Mathematics
• Must hold a valid teacher certification in mathematics

ABOUT FACILITATION ROLES

• At Teaching Lab, our coaches and facilitators embark on a dynamic and fulfilling journey with each project. Here’s what you can expect:
• Advance Project Notification: You’ll be alerted about upcoming projects 3-6 weeks in advance, giving you ample time to align these opportunities with your schedule. A simple email response is all it takes to accept or decline.
• Regular Communication: Staying updated is key. You’re expected to check and respond to emails at least every two days, ensuring you’re always in the loop.
• Thorough Preparation: Once on board for a project, you’ll dive into a collaborative preparation phase. You will work closely with the Project Team to grasp the nuances of partner contexts, expectations, and content. This phase is not just about preparation; it’s about transformation through deliberate practice sessions, ensuring you’re primed for delivery.
• Travel and Logistics: When your session calls for travel, you’ll manage your arrangements, staying within the guidelines of Teaching Labs’ travel policies. This process ensures you are well-prepared and comfortable for your destination, enhancing your ability to deliver effective sessions."High Quality Session Delivery: As you conduct your sessions, you’re not just facilitating,; you’re bringing to life the essence of Teaching Lab’s Facilitation Competencies. Every session is a chance to provide partners with an enriching and high-quality experience.
• Reflective Debriefing: After each session, you will participate in a data-informed debrief with your project team. These are moments of growth, reflection, and continuous improvement.
• Flexible and Project-Based Workflow: Embrace the flexibility that comes with a project-based role. Your work hours will vary depending on the project’s scope, but the enriching process remains a consistent thread across all your engagements.
• Common Questions: For those curious about the specifics, such as the number and names of schools, project schedules, and the nature of in-person versus virtual facilitation, rest assured these details are provided when staffed to an individual project. We ensure you have access to all relevant information, including any potential conflicts of interest, before committing to a project, allowing you to make informed decisions based on your availability and interest.


• In this role, your impact extends beyond coaching or facilitating. You become an integral part of driving educational progress, guiding learning experiences, and upholding standards of excellence.

ADDITIONAL POSITION DETAILS

• A 1099 Contractor is not eligible for Teaching Lab’s benefits and perks
• There is no guarantee of hours. Facilitators are scheduled on a “by project” basis and are generally notified 2-6 weeks before the learning begins to provide adequate time to prepare. The number of work hours and the specific hours are dependent on projects we have and when you are available.
• Must be available during normal public school hours and each contracted day 
• We strive to ensure that quality talent is selected and performs work for Teaching Lab. Due to the nature of the services provided by Teaching Lab, we engage in environments that potentially put our 1099 Contractors in close proximity to children and youth under the age of eighteen (18). Therefore, in an effort to protect the children and youth, our partners, and employees, Teaching Lab conducts background checks as part of the selection and hiring process. This includes reference checks, and verifications/checks for a social security number, education, employment, criminal records search (national and county), global watch list, and sex offender status. Additionally, depending on a specific partnership/contract requirement, the criminal background check process could include fingerprinting. Reference checks are completed by Teaching Lab’s People & Culture team. Other background checks are conducted by our third party vendor Checkr and/or the State specific criminal background check provider.