San Miguel Catholic High School is seeking a highly motivated and qualified teacher for the position of Student Success Coach (starting AY 2021-22).
Summary Job Description
The Student Success Coach is one of two teachers who, along with our counselors, serve as part of a dedicated and high-competency team charged with ensuring that every student meets or exceeds the expectations for academic progress in cross-curricular content knowledge, academic skills and behaviors, and the academic literacy needed to engage successfully in rigorous learning. The scope of learning that this role supports includes executive function skill development, collaboration skills, and other habits of academic success, along with the development of academic literacy appropriate to each grade level.
This is a full-time (1.0 FTE) position whose priority responsibilities include: (60%) conferencing with students, parents, and teachers about student progress, goals, motivations, and success strategies; and (40%) weekly classroom instruction with freshmen and sophomores directed at learning the executive function skills, collaboration skills, academic literacy, and other evidenced needs for academic success. Insofar as this is an inaugural position, the Student Success Coach must be prepared to lead our collaborative efforts towards robust program development in the above content area.
All faculty participate in a variety of collegial programs intended to serve their professional and ministerial growth needs. Our school offers regular opportunities for peer observation, instructional feedback, and professional development supported by both an Instructional Leadership Team (ILT) and a group of coaches in both instructional practice and instructional technology, as well as a team of highly skilled socio-emotional counselors and a working group charged with leading us in personal and spiritual formation.
Given our school’s commitment to serving high-potential young people from families in under-resourced communities of Tucson, the Instructional Specialist is expected to demonstrate an extraordinary commitment to working with students who come with a history of under-resourced academic support and who will likely be the first in their family to enter a university degree program.
As a long-standing member of the national Cristo Rey Network, the school operates with a unique work-and-study educational structure through which every student (grades 09-12) spends approximately five days per month engaged in a professional work assignment at a Tucson area business and spends the other 75 percent of one’s time in college preparatory classes on campus. In order to accommodate this dual programming, the typical school day and academic year are longer than most other area high schools.
In alignment with the school’s commitment to an education rooted in Catholic heritage and culture that is simultaneously college and career ready, the Instructional Specialist is likewise expected to demonstrate a personal philosophy that highly values all three of these dimensions of a San Miguel education.
The following core competencies are expected of the Instructional Student Success Coach and constitute the framework on which evaluations are made in the interview process:
Instructional planning and preparation
Research-based knowledge of habits of success, academic skills and behaviors, motivational factors, and student executive functions appropriate to the secondary level, with specialized knowledge in one or more content areas (language, mathematics, science, digital communications).
Knowledge of content and skills relevant to academic literacy at the secondary level.
Pedagogical knowledge in instructional practice at the secondary level.
Evolving familiarity with a wide range of primary and secondary resources in executive function skills and academic literacy.
Knowledge of adolescent development (e.g. adolescent philosophies, lived experiences, identity development).
Ability to conduct relationships with students and their families in a multicultural and multireligious environment of respect and rapport.
Ability to motivate student interest and action in the development of executive function skills and academic literacy.
Ability to manage norms for student conduct (online and on-campus).
Ability to design and execute coherence in instructional planning, assessment, and student learning.
Ability to lead student learning in a classroom setting (in-person and online) in accord with best practices in instruction at the secondary level.
Ability to use variety of assessment methods and techniques to determine student mastery of content and skills and to provide feedback to students about their progress.
Ability to demonstrate flexibility and adaptivity in instructional practice in response to student learning needs and environmental conditions.
Ability to engage oneself and colleagues as a reflective practitioner who accurately identifies strengths and needs for growth in practice.
Strong communication habits across a variety of media and in a variety of interpersonal settings (e.g. colleagues, students, parents).
Ability to integrate into a collegial community of teaching and learning experts.
Ability to conduct oneself as a person of integrity, ethical conduct, service to and advocacy for the changing needs of young people and their families.
The following qualifications are initially assessed in the candidate’s application and further discussed in the interview process. Candidates with one or more ‘preferred qualifications’ are prioritized in the selection process.
Five years of experience in executive function skills and academic literacy at the secondary level
Three years of experience working with young people and families of under-resourced communities
Master’s degree from an accredited university in secondary education, psychology, a related field or specific academic content area
Cultural knowledge of indigenous and Latino communities in Arizona
Bilingual fluency in English and Spanish
Three years of experience in classroom instruction at the secondary level
Bachelor’s degree from an accredited university in secondary education, psychology, a related field or specific academic content area
Earned (or working towards) certification in secondary instruction
In its interview process for qualified candidates, San Miguel Catholic High School does not discriminate on the basis of race, ethnic ancestry, gender, sexual orientation, age or disability. We are committed to providing an inclusive and welcoming environment for all members of our teaching and learning community.
Qualified and highly motivated candidates are invited to submit a letter of interest and curriculum vitae or résumé to email@example.com. Due to our typically high volume of inquiries, only advancing candidates will be contacted with information about the interview process and invited to submit a full set of application materials.
San Miguel Catholic High School uses a rolling interview process in which the position may be filled at any time. It is therefore to the candidate’s advantage to make one’s interest known as soon as possible.
Additional Salary Information: Compensation and Benefits
San Miguel Catholic High School offers a competitive salary with a full range of optional benefits including coverage for medical, dental, and vision care, personal and professional leave, professional development, and retirement investment. Salary is determined according to the faculty schedule and is commensurate with qualifications and experience.