Endeavor College Prep, Instructional Coach (2016-2017) (Los Angeles, CA)

Los Angeles, CA


Date published: 30-Nov-2016

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Endeavor College Prep is a kindergarten through eighth grade charter school serving children from the historically underserved neighborhoods of Boyle Heights, Lincoln Heights, and surrounding eastside communities. Our student population is 97% Latino, 95% free/reduced lunch. We earned a 2013 API score of 870, are ranked 10 out of 10 for similar schools, became a California Distinguished School in 2012, and were ranked #8 in USC’s annual list of top charter schools in the state. 

Our team is made up of a highly collaborative group of teachers and staff who share a passion for closing the achievement gap. We use a co-teaching structure in elementary grades modeled after the successful Uncommon Schools and Achievement First schools on the east coast. We have high expectations for academics and discipline, and simultaneously value joy in the classroom, making learning fun for our scholars and teachers.




The Instructional Coach will collaborate with the Co-Director for Academics and Culture, the K-8 Head of School, and Campus Directors to provide coaching and support that cultivates instructional and cultural rigor and alignment across campuses.




The Teacher Coach will report to the Co-Director for Academics and Culture.


General Qualifications for All Endeavor College Prep Faculty & Staff


All faculty and staff must possess a firm belief in our mission and core instructional beliefs, exemplary personal character, and critical professional qualifications.  Ideal candidates for employment at Endeavor College Prep, regardless of their position, will consistently demonstrate the following:

  • Unwavering belief in and commitment to fulfill Endeavor College Prep’s mission
  • Embodiment of Endeavor College Prep’s PRIDE values -- preparation, respect, integrity, determination, and enthusiasm
  • Ability to prioritize and manage multiple tasks
  • Ability to effectively handle challenging situations with students, parents, and faculty
  • Desire to work as a member of a collaborative team
  • Willingness to have frequent and honest dialogue about job performance
  • Model lifelong learning by engaging in individual professional development
  • Commitment to academic excellence and high standards -- for themselves, their students, and their colleagues
  • Experience working with urban student populations (preferred)
  • Strong oral and written communication skills
  • Use of data to inform decisions and drive continuous improvement
  • Comfort with basic Microsoft Office applications
  • Regular, punctual attendance, and professional appearance
  • Appropriate California credentials and qualifications required by No Child Left Behind


Specialized Qualifications for Teacher Coach


In addition to the general expectations of all school employees, the Campus Directors/Co-Directors should possess:

  • Bachelor’s degree (advanced degree preferred)
  • Appropriate California teaching credential
  • At least three years (five or more years preferred) experience as a classroom teacher with demonstrated quantifiable and objective student performance gains that surpass state or local averages, particularly in reading and writing and math
  • Experience as a successful manager of an urban classroom who has used structure and high expectations to drive student success (knowledge of Teach Like a Champion techniques strongly preferred)
  • Demonstrated ability to work well in a team, especially with leaders, colleagues, parents and community members
  • Demonstrated success leading adults, creating curricula, writing assessments, and analyzing achievement data


Job Expectations

  • Adult culture
    • Serve as a model of Endeavor’s core values
    • Initiate crucial conversations and ensure that all members of the team also go directly to the source
    • Create a culture of collaborative teamwork and open, honest communication with all adults on campus
    • Handle and appropriately report any personnel issues including concerns with performance, deadlines, attendance, punctuality, dress code, etc.
  • Instructional leadership
    • Improve instructional practices through the coaching and support of individual teachers and/or teaching assistants (TAs):
      • Observe assigned teachers and/or TAs and provide in-person feedback and practice at least every two weeks
      • Document the progress of all coachees using K-8 template, regularly update coaching tracker, and share coaching resources with rest of leadership team
      • Lead annual development process for assigned teachers and TAs, including start-of-year and mid-year rounds of self-reflection and goal-setting and completing a final annual evaluation
      • Serve as Induction Coach and/or University Supervisor for teachers completing new teacher or graduate programs, as needed, or support other experienced teachers to fulfill these roles
  • Culture
    • Maintain structures and systems to create a safe, orderly, disciplined school culture and maintain consistency across the K-8 school
    • Ensure fidelity of school-wide expectations for behavior, positive behavior supports, and K-8 character education program
    • Report campus student discipline issues that escalate beyond the classroom and work with Campus Director to address next steps
    • Work with the Campus Director, Student Supports Team, and teachers to create specific individualized plans to support students with behavioral needs

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