Acceleration Academies is passionate about improving student outcomes. We provide two capabilities that drive student success. Our dropout recovery and student re-engagement program (Acceleration Academies), is an innovative education partner helping young adults overcome real-life challenges to earn their high school diploma tuition-free through partnerships with state or local school districts across the country. Our technology platform (Incite®) enables data-driven teaching and learning. These offerings are both rooted in our belief that every student deserves access to the best instruction, tools and resources possible.

Job Description

Content Coaches serve as the primary learning resource for our Graduation Candidates (GCs), collaborating within a team environment to (1) teach a competency-based blended curriculum in which GCs demonstrate proficiency through summative assessments, (2) develop supplemental lessons and provide interventions in which GCs demonstrate proficiency through formative assessments, and (3) ensure that every GC masters the content on the path to high school graduation and post-secondary success.

Job Title: PE Content Coach

Employment Type: Part-Time (up to 29 hours per week)

Location: Clark County Acceleration Academy (East)

Compensation: $28-$32/hour

Benefits: Part-time employees are eligible for the following benefits

• Employer-paid financial wellness program
• Employee referral incentives
• Certification reimbursement program
• Hybrid schedules (remote and on-site) based on location, tenure, and performance

Job Requirements

• Education: Bachelor's degree or higher
  
• License/Certification: K-12 Physical Education credential in the state of Nevada
• Background Check

Core Competencies

The following core competencies define what the organization requires of its employees to succeed and how we expect overall goals to be accomplished each and every day.

• Communication & Interpersonal Skills
• Collaboration & Teamwork
• Caring & Inclusiveness
• Flexibility & Adaptability
• Honesty, Integrity & Reliability
• Results-Orientation

Role-Specific Competencies

These competencies are specific to the Content Coach position.

• Subject Knowledge (Area of Expertise)
• Coachability & Learning Orientation
• Organizational Planning & Time Management
• Facilitation & Engagement
• Technological Aptitude

Job Responsibilities

Enrollment

• Support new GC enrollment through recruitment and engagement efforts
• Assist with the development of Personalized Learning Plans for GCs

Retention

• Serve as an advisor for assigned GCs by facilitating communication between the learner and the GC support team, as well as monitoring attendance, academic progress, and overall wellness

Academics

• Plan and deliver content area instruction in individual and group settings and monitor GC progress toward course completion and content mastery
• Conduct formative and summative assessments to gauge GC academic progress
• Demonstrate skills in analyzing and using data for instructional decision-making
• Basic knowledge of IEP, ESE and ELL accommodations, document assistance with annual goals, short-term objectives, benchmarks, and participation in the appropriate meetings
• Provide remediation and enrichment opportunities for individual and groups of GCs
• Participate in the development and success of GC data meetings, Professional Development workshops, and other school/community events

Advocacy

• Work closely with the GC support team to develop a learning pathway, behavior, and transition plans (including incentives) to improve GC academic achievement
• Participate in academy meetings and other community events

Perform other related duties as assigned.

Additional Qualifications

• Bilingual (Spanish preferred)
• Basic understanding of ESE (Exceptional Student Education), ELL (English Language Learner), and behavior intervention strategies
• Experience working in a non-traditional school setting and/or with youth who may be considered at-risk

• Demonstrated commitment and passion for supporting youth who have disengaged from a traditional school setting, by creating opportunities for academic and personal breakthroughs

• Strong understanding of and comfort with the use of technology in an educational setting
• Experience with any of the following: project-based learning, instructional coaching, portfolio assessment, a competency-based education model, collaborative learning, integration of technology and cross-disciplinary learning, alternative assessments and integrating school to career experiences into the curriculum

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to sit, talk and hear. The employee is frequently required to use hands to touch, handle, or feel. The employee is occasionally required to stand; walk; reach with hands and arms and stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 20 pounds. Specific vision abilities required by this job include close vision.

Work Environment and Work Demands

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. While performing the duties of this job, the employee may occasionally be exposed to outside weather conditions. The noise level in the work environment is consistent with that of a collaborative school environment.

Acceleration Academies is an Equal Opportunity Employer

The above statements are intended to describe the general nature and level of work to be performed and are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. It is understood that other related duties may be assigned. To perform this job successfully, an individual must be able to perform all aspects of the position, described above satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.