Full-Time

Senior Manager

Program, Middle School ELA Leadership Coaching

Posted on 9/9/2026

Deadline 9/18/26
TeachingLab

TeachingLab

501-1,000 employees

Nonprofit facilitating equity-focused teacher development

Compensation Overview

$90.5k - $136.9k/yr

New York, NY, USA

Hybrid

On-site work with some remote work; travel may be required based on business needs.

Bachelor's

Category
Project & Program Management (1)

Get referred to TeachingLab

See people who can refer or advise you

Requirements
  • Bachelor's degree.
  • Five or more years of combined experience working in PK-12 education, including at least two years teaching PK-12 students from traditionally underserved backgrounds, with demonstrated evidence of impact.
  • Three or more years of combined experience working with external partners to manage workflow or deliver services.
  • Three or more years of combined experience planning and implementing projects.
  • Two or more years of combined experience leading or coaching school leaders to implement high-quality instructional materials in any subject area.
  • Deep knowledge and experience with College- and Career-Ready English Language Arts content and practice standards.
  • Experience designing impactful professional learning for school leaders.
  • Experience facilitating impactful professional learning or coaching for school leaders.
  • Experience managing client and stakeholder relationships in an education context.
  • Experience teaching or coaching at least one listed English Language Arts curriculum: EL Education, Fundations, Guidebooks, Heggerty, HMH Into Reading, HMH Into Literature, Orton Gillingham, UFLI, Wit and Wisdom, S.P.I.R.E, Phonics For Reading, REWARDS, STARI, Wilson Reading System, Just Words, or Aprendo Leyendo.
  • Ability to design and deliver high-quality, evidence-based professional learning that advances teaching and learning outcomes.
  • Compelling communication and facilitation skills that build engagement and influence across diverse educators and stakeholders.
  • Strong organizational skills and the ability to manage complex projects, multiple priorities, and tight timelines in a fast-paced environment.
  • Ability to work effectively in a remote environment, including extended periods of sitting, frequent participation in virtual meetings and video calls, and consistent use of computer-based systems and communication tools.
  • Ability to work a flexible schedule to support operational needs.
  • Ability to perform essential project duties and responsibilities with or without accommodation.
Responsibilities
  • Design research-based, user-centered professional learning content, services, tools, and resources.
  • Serve as a content expert and contribute to coaching, instructional design, coach development, client partnership management, and project leadership.
  • Manage project plans, partner relationships, contracts, invoices, and implementation systems to ensure high-quality service delivery.
  • Collaborate across teams to support partnership impact, continuous improvement, data collection, and organizational learning.
  • Implement high-quality programmatic services and lead complex project work.
  • Support school and district leaders in improving educator practice and student learning.
  • Support program and project needs through roles such as project lead, project sponsor, coach developer, client partnership manager, instructional designer, subject matter expert, coach/facilitator, project management support, or analyst.
Desired Qualifications
  • Advanced degree.
  • Two or more years of experience as a school or district leader.
  • Experience providing professional learning support and services in and for consultative organizations.

Teaching Lab is a nonprofit that improves teacher professional development to advance educational equity. It delivers research-based workshops, training, ongoing coaching, and Open Enrollment programs, and creates educational content like podcasts guided by a Teacher Advisory Board. Its approach differs by reinvesting any surplus into its mission, partnering with districts, and using the advisory board to ensure real-world classroom relevance. The goal is to expand access to effective professional learning for teachers and improve outcomes for historically underserved students.

Company Size

501-1,000

Company Stage

N/A

Total Funding

N/A

Headquarters

Washington DC, District of Columbia

Founded

2015

Get referred to TeachingLab

See people who can refer or advise you

Simplify Jobs

Simplify's Take

What believers are saying

  • Overdeck reported 18,000 teachers and 1.3 million students reached in 2025.
  • Teaching Lab says 200 school and district partners now span 30 states.
  • Kiddom Atlas enters classrooms in fall 2026, giving Teaching Lab visible AI distribution.

What critics are saying

  • Teaching Lab depends on Gates and Overdeck grants; April 2026 funding totaled $1.465 million.
  • District and foundation renewals drive revenue, so any procurement slowdown hits staffing fast.
  • If AI products bypass teachers, Teaching Lab's relevance collapses against directly integrated edtech platforms.

What makes TeachingLab unique

  • Teaching Lab and Kiddom launched Atlas on February 23, 2026, embedding professional learning into AI workflows.
  • Teaching Lab says it is the only org with IM Certified services and tools.
  • Relay and Teaching Lab are uniting in 2026, creating a broader educator lifecycle platform.

Help us improve and share your feedback! Did you find this helpful?

Benefits

Remote Work Options

Flexible Work Hours

Growth & Insights and Company News

Headcount

6 month growth

30%

1 year growth

30%

2 year growth

30%
GovTech
Oct 20th, 2025
EdTech Week: How to Make AI Tools Useful for Educators

EdTech Week: how to make AI tools useful for educators. At the EdTech Week conference in New York City, leaders from Teaching Lab and Kiddom urged a holistic view of curriculum, pedagogy and technology to make the most of emerging technology in classrooms. NEW YORK CITY - The conversation around artificial intelligence in education is moving beyond chatbots and virtual tutors. In a session today at EdTech Week in New York City, Sarah Johnson, CEO of Teaching Lab, and Abbas Manjee, co-founder and chief academic officer of Kiddom, challenged the notion that innovation in education technology begins and ends with student-facing software. Instead, they argued that real progress occurs when ed-tech leaders create learning tools that mirror the dynamic nature of any given classroom - working alongside teachers, integrating AI systems into curriculum and linking instruction to student outcomes. They said Teaching Lab and Kiddom have partnered in an effort to make this vision a reality. "What we're trying to do as we envision the future is design for a classroom where every single student, 100 percent of students, are learning at the highest levels, and 100 percent of teachers are excited to wake up and come to work every single day," Johnson said. "I think for the first time ever, technology can help us with this." But Johnson, who spent the earlier portion of her career teaching middle school science, described the current state of teaching as unsustainable. The main problem, she explained, is that the classroom model itself has not evolved much in recent decades. "I want us to envision a completely new operating system for classrooms and for schools - an operating system where teachers don't just get data reflected back to them, but where teachers actually get an analysis of what they should do the next day with students," she said. Both Johnson and Manjee, who also spent a handful of years in the classroom, said this vision is at the heart of Teaching Lab's work with Kiddom. The main mission of the partnership, they said, is to tackle what Johnson referred to as "the 5 percent problem." Originally from an article written by Laurence Holt, the problem illustrates the reality that even the most effective tools rarely reach enough students to make a measurable impact. "There are products that have an impact, but it's only 5 percent of students that access them at the dosage required to get that impact," Johnson said. "That, to me, means we are designing tools that teachers do not want to use, which is a giant problem." Johnson added that solving this problem requires ed-tech companies to stop "selling products that don't work and partner with teachers and students to actually improve them over time," emphasizing that meaningful progress depends on collaboration and research. According to Manjee, in order to provide educators with the most impactful technology, companies need to stop thinking of curriculum, pedagogy and technology as three separate silos, but rather as one cohesive flow. He likened AI's potential role in the classroom to the human nervous system, handling computation and analysis so teachers can focus on creativity and human connection. "More technology is not necessarily the answer. More content isn't necessarily the answer," he said. "We need to invest in connecting curriculum, pedagogy and technology, so that the teacher can continue to do what they do best, which is connect with and inspire students." Both speakers emphasized that the goal isn't simply to lighten teacher workload but to fundamentally improve how instruction is delivered. Manjee, for example, described AI as finally making personalized learning achievable, but only when it's mediated through the teacher. "Any form of AI should honor the very special relationships that teachers form with their students, and it should work through them, not around them, and certainly not to replace them," he said. "So what is personalized learning mean for a student? Well, I think it means serving up the right content to the teacher to then determine how is that going to best serve the student." The speakers agreed that progress requires patience and a commitment to measuring impact. "Play the long game," Johnson said. "You can sell to district leaders, you can sell licenses, you can scale within a school system, and you're not really incentivized to go on the ground and see if the teachers are actually using the tool in a way that benefits them or the students... I think you have to care about impact." Ultimately, Johnson urged the audience not to lose sight of why this work matters. "There is not a single teacher in the nation who wakes up in the morning and says, 'You know what I want? I want a disengaged class, and I don't want any of my students to learn,'" she said. "If you give teachers the support to learn new things, and then they can see the benefit of learning those new things... then they are going to come along, because you are actually supporting them to do what they want to wake up to do and succeed at every single day." As AI reshapes education, both leaders called for an approach that prioritizes coherence, collaboration and care. "If you believe that learning is a social process, we should also enable the teacher to see behind the technology, to help the novice teacher learn," Manjee said.

DRK Foundation
Nov 3rd, 2023
Portfolio

The Draper Richards Kaplan Foundation finds, funds and supports early stage, high impact social enterprises that are tackling some of the world’s most challenging problems. Borrowed from our venture capital legacy we find exceptional entrepreneurs, provide them with 3 years of unrestricted capital and provide rigorous on-going support by joining their board of directors for the 3 years of the grant and partnering with the leader to help them to build capacity in their organization and scale their impact.