Application Instructions

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Number of Positions: 1

Position Overview

The position scorecard is an important tool for hiring, managing, and developing talent. By creating a scorecard, we ensure a clear understanding of the purpose, outcomes, and ideal profile for each role. Scorecards provide clarity of goals & deliverables as well as shared manager/direct report accountability to drive higher levels of engagement and job performance.

Position Mission

City Year Greater Boston (CYGB) is seeking an enthusiastic, thoughtful, and meticulous Learning and Coaching Director. This individual will support the development of our diverse AmeriCorps Members (ACMs) as emerging practitioners focused on strengthening schools and helping students improve academic performance. This role plays a critical part in implementing City Year’s Whole School Whole Child (WSWC) service model and building a positive, intentional culture of learning for ACMs

Job Description

City Year Greater Boston Learning and Coaching Director

Position Overview

City Year Greater Boston (CYGB) is seeking an enthusiastic, thoughtful, and meticulous Learning and Coaching Director. This individual will support the development of our diverse AmeriCorps Members (ACMs) as emerging practitioners focused on strengthening schools and helping students improve academic performance. This role plays a critical part in implementing City Year’s Whole School Whole Child (WSWC) service model and building a positive, intentional culture of learning for ACMs.

About City Year and the WSWC Model

City Year’s Whole School Whole Child (WSWC) model is rooted in evidence-based practices designed to strengthen the academic and Student Success Skills of all students. City Year helps students and schools thrive by providing holistic support at the student, classroom, and school-wide levels. Drawing from over 30 years of experience in human and youth development, City Year is committed to supporting the growth and success of both the students we serve and the AmeriCorps Members who serve them.

City Year AmeriCorps Members serve in schools full-time, helping students build academic habits and mindsets necessary to succeed in school and in life. During their year of service, ACMs are entrusted with a high level of responsibility and leadership opportunities that have lasting impact—on students, schools, and on their own personal and professional development.

Position Scope and Impact

The Learning and Coaching Director works in close partnership with the City Year Service Impact Team and leverages their instructional coaching and classroom teaching experience to strategically improve both the resources and experience of ACMs serving in Boston and Medford Schools.

This role supports the site’s ability to positively influence student outcomes through consistent, high-quality service. The Director helps ensure that ACMs are equipped and empowered to succeed in their roles, while growing as professionals and leaders. They also play a critical role in supporting the ongoing learning and leadership development of AmeriCorps Members through targeted coaching, training, and skill-building opportunities.

The ideal Learning and Coaching Director is: · An experienced educator and coach, with a background in classroom teaching, facilitation and instructional leadership

· A skilled organizer and planner with a keen eye for detail and a passion for designing and delivering learning experiences that foster leadership development

· A strategic thinker who can see the big picture while managing the details of planning and execution

· A strong communicator who provides clear, actionable feedback and facilitates engaging, impactful trainings

· A collaborative and adaptable team player who builds strong partnership, steps in to support shared goals, takes ownership with strong sense of responsibility and fosters buy-in and accountability across teams

· A data-informed decision-maker who utilizes feedback and performance metrics to continuously improving training programs and service delivery

· A passionate advocate for education, committed to developing young adults as leaders and change agents through service and growth opportunities

The Learning and Coaching Director dedicates approximately 30% of their time to fieldwork, visiting schools and observing service, and 70% to working from the CYGB office and/or remotely. Flexibility is essential, particularly during peak periods such as Corps member summer training from July through September and Learning and Development Days, which may require extended hours and early mornings. The Learning and Coaching Director reports to the Senior Director of Learning, Development, and Impact (SD).

Key Responsibilities

Coaching and Instructional Support

Focus: Direct support to Impact Managers, Impact Directors and AmeriCorps Members (ACMs) to improve service quality.

· Develop and deliver training, resources, and support for Impact Managers and Impact Directors.

· Meet with Impact Managers at least three times a year for key touchpoints.

· Hold office hours in support of observers.

· Provide strategies and resources to improve tutoring practices across whole-class, small group, and one-on-one settings.

· Adapt coaching frameworks based on feedback and performance to continuously improve the ACM experience.

· Refine the observation and coaching model, including protocols, tools, trackers, and resources, while balancing accountability and assistance.

· Partner with Impact Managers and conduct co-observation as needed to assess ACM service delivery, using both quantitative and qualitative data to identify areas for growth.

· Ensure alignment between training, coaching, and the Whole School Whole Child (WSWC) service model.

Training Design and Facilitation

Focus: Designing, delivering and evolving the training experience for ACMs.

· Design and facilitate impactful training experiences that expand ACMs’ instructional strategies and center positive youth development.

· Stay abreast of City Year Headquarters instructional priorities and resources ensuring alignment to Student Success Skills and content.

· Help ACMs deepen their understanding of holistic academic approaches that promote working meaningfully alongside students to build positive classroom culture.

· Develop trainings that blend theory with practical, actionable tools for immediate implementation in service.

· Support ACMs’ personal and professional growth while enhancing their service skills.

· Deliver in-person and virtual training for Learning and Development Days (LDD), as well as Team/Community Days.

· Collaborate with the Service Impact Leadership Team to design and facilitate innovative training including but not limited to student engagement, building relationships, tutoring, literacy and math, and supporting multilingual students.

· Attend monthly planning meetings with the Service Impact Leadership Team to refine training content.

· Work with the Senior Director and Impact Directors to develop the Instructional Strategies Scope and Sequence for the academic year.

· Work with the Senior Director to inform the Learning and Development schedule and scope and sequence for the year.

Data and Continuous Improvement

Focus: Using data to inform decisions and improve the coaching/training model.

· Collaborate with the Director of Analytics and Senior Director of Learning, Development, and Impact to collect and analyze data to identify areas of improvement opportunities.

· Monitor observation and coaching frequency and share data with MD, SD and IDs.

· Analyze and report trends from observation and coaching cycles to share best practices and inform decision-making.

· Attend department and team meetings to share insights and trends identified from the data analysis.

Organizational Leadership and Site Strategy

Focus: Alignment with broader CYGB goals and support of strategic initiatives.

· Partner with the Service Impact Team to align learning opportunities with overall site goals and student outcomes.

· Model and promote a culture of continuous learning, accountability, and reflective practice.

· Support CYGB’s priority goals and contribute to the ACM Experience at both the site and school levels, including Learning and Development Days, logistics, the Team Buddy program, and ACM/BCE/Devo events.

· Participate in staff learning and reflection through meetings with the Service Impact Team and professional development events.

· Serve as a thought partner to the SD.

· Review and update training offerings annually based on ACM feedback, in collaboration with the Impact Team.

· Identify internal and external content experts to lead and facilitate learning sessions in collaboration with the SD.

· Communicate with internal and external presenters, partners and the Impact team to ensure all programming needs are met and there is alignment with the scope and sequence.

· Remain abreast of the latest learning platforms and seek out new possibilities for making trainings accessible.

· Create clear systems to communicate information in an efficient and timely manner.

· Organize, lead, and/or assist in executing special projects that may fall outside the scope of regular duties. The specific responsibilities and purpose of special projects may vary.

· Assume other tasks as delegated by his/her supervisor.

Program Operations and Logistics

Focus: Behind-the-scenes systems and support to execute learning experiences.

· Support the technical and logistical needs related to learning and development including but not limited to maintaining schedules, organizing materials, booking space and rentals, and creating online meeting makers.

· With support from the SD, ensure all resources are accessible for staff and Corps both physical and electronic versions.

· Assist in planning and coordinating events from conception through execution, managing logistics, timelines, and resources to ensure seamless delivery of learning experiences.

Skills & Qualifications - Required

· At least 3 years, preferably more, of experience and demonstrated expertise as a classroom teacher and/or instructional coach.

· Demonstrated success in differentiating instruction for diverse learners and improving student achievement.

· Experience analyzing and responding effectively to student-level data.

· Experience with program evaluation to assess effectiveness, inform improvement, and support decision-making.

· Experience building successful relationships with students and fostering a positive classroom culture.

· Eagerness to support AmeriCorps members serving grades 3-10 across all subject areas.

· Experience designing and/or leading training for adult learners, with the ability to differentiate support based on learner needs. (e.g. facilitating professional development or supervising student teachers).

· Familiarity with adult learning principles and a commitment to applying theory to practice in training design.

· Ability to stay current on research-based best practices in instruction, youth development and educator development.

· Demonstrated experience collaboration with and supporting a diverse group of internal and external stakeholders.

· Strong interpersonal skills and the ability to build and maintain professional relationships across lines of difference.

· Commitment to shared leadership – comfortable stepping up and stepping back to ensure shared ownership and respect for diverse perspectives and expertise.

· Belief that strong relationships, partnerships and collaboration are essential for achieving equitable outcomes.

· Strong communication skills; able to convey ideas clearly, listen actively, and foster solution-oriented dialogue.

· Demonstrated attention to detail and organizational skills, including project and process management.

· Ability to build clear systems for planning, implementation and follow-through.

· Openness to feedback and commitment to using formative data and feedback loops to improve outcomes.

· Curiosity, adaptability and growth mindset – eager to take on new challenges and learn independently.

· Appreciation for and belief in the leadership of young people.

Skills & Qualifications – Preferred

· Demonstrate expertise as a teacher of mathematics or English Language Arts.

· Demonstrate expertise as an Instructional Coach.

· Experience working in urban public-school systems; familiarity with Boston and Medford schools a plus.

· Experience designing curriculum and facilitating training using adult learning principles.

· Knowledge of Common Core Mathematics and/or English Language Arts and Literacy Standards.

· ESL license or SEI endorsement and/or experience supporting multilingual learners.

· Special education license, experience, and/or instructional expertise.

· Multilingual skills – especially in Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali – are highly valued.

Compensation and Benefits

Compensation commensurate with experience. Benefits include health (medical, vision, dental) insurance, vacation, holidays, parental leave, 401K, a flexible spending account, and more.

To Apply

Qualified applicants must complete the online application, which requires a resume and cover letter. Incomplete applications will not be considered.

Benefits