Academic Coach Cincinnati Performance Academy

Job title Academic Coach  Classification  Exempt  Reports to Principal  Organization Unit Support  Approved by Human Resources Effective date 4/11/25
Job purpose

An effective Academic Coach will spend 50-60% of their time on classroom coaching with teachers (planning, demonstration, observation, co-teaching and study of lessons) while the other 40-50% of their time will be spent on coaching responsibilities (personal PD, PD for staff, data review and conversations, staff development coordination with Principal, record keeping/logs).

Duties and responsibilities
Primary responsibilities include:

 

• Encourage daily attendance through engaging instruction and student/family communication.
• Serve as point of contact for building attendance including, but not limited to, supporting and monitoring staff with daily student attendance procedures, supporting systems to ensure attendance is entered accurately and on time, entering attendance in the event of a staff absence or vacancy, and ensuring that students that start their day outside of their homeroom (i.e. fitness) have accurate attendance reported daily.
• Onboard, monitor and support staff on the use of GradeBook for submitting grades and attendance, including training new staff that start after the beginning of the year training.
• Serve as the point of contact with the business office for any GradeBook related issues, including providing the business office with any staff changes, such as new staff, resignations or assignment changes so that GradeBook can be adjusted accordingly.
• Teach concepts that develop student motivation and self-efficacy.
• Participate in student retention, recruitment, and enrollment efforts at the request of the Principal or Superintendent.
• Employ data to personalize instruction and assessment to student needs, helping students fill gaps and see their own growth.
• Develop lesson plans from the approved curriculum using a variety of techniques and visual aids, creative projects, and technology to engage students in their learning.
• Tutor K-8 students one on one and/or in small groups, based on ability levels in reading, mathematics, or both.
• Utilize and provide curriculum maps and pacing guides to all instructional staff.
• Coaches teachers on best practices for instruction, regularly consults with all instructional staff, and progress monitors students.

• Acts as a catalyst to support continuous academic improvement.
• Helps implement and oversee PBIS in the school.
• Maintains up to date and accurate documents, schedules, and student work samples and provides them to the Principal or Superintendent, as requested.
• Regularly monitor the use of all test prep materials for state mandated testing.
• Assist with testing accommodations for all students, as needed, or requested by Principal, Superintendent, and/or Intervention Specialists.
• Analyze student achievement and teacher professional development data to determine and document the impact on student learning and teacher practices.
• Facilitates a variety of in-depth, sustained professional learning experiences, through BLT, PLC, and TBT meetings, aligned with the Building Strategic Plan, to improve student achievement.
• Engages teachers in data analysis and interpretation of data from multiple sources to determine student and teacher needs.
• Models use of effective collaboration skills.
• Attend and participate in board meetings when asked by the Principal and/or Superintendent.
• Read and understand Board policies and all policies outlined in the staff handbook and student handbook/code of conduct.
• Advances teacher’s deep understanding and use of content knowledge and research-based instructional strategies to help students meet rigorous academic standards.
• Provides classroom-based support for implementation of new and/or refined instructional practices.
• Monitor, support, and provide feedback regarding online usage of curriculum resources.
• Informs school leaders, school board, and other stakeholders of activities, progress, obstacles,

and successes in student achievement and improved teacher practice.

• Manage and interact professionally with students, staff, parents, school board, sponsors, and community members.
• Other duties as assigned by Principal, Superintendent, CEO, or management team.

Qualifications

 

• Bachelor’s degree in Education.
• Five years of successful teaching experience in grades to be served.
• Maintain current licensure, certification, BCI/FBI background check, as required by the State of Ohio.
• Experience in curriculum, instruction, and assessment, using Ohio Revised Academic Content Standards.
• Experience as facilitator of successful professional development with adult learners.
• Proficient in computer applications, including but not limited to Google Docs, MS Office Suite, e-mail, and internet applications.

Knowledge, Skills, Abilities and Personal Characteristics 

 

• Ability to communicate and effectively coach staff.
• Strong ability to gather, analyze, and interpret data to make sound educational decisions.
• Ability to work in a diverse educational setting and understand the community and student demographics.
• Understand state testing requirements, and have a deep familiarity with state teaching standards.
• Ability to work well under pressure, and effectively prioritize and execute tasks to meet deadlines consistently.
• Excellent written and oral communication skills.
• Desirable experience and credentials:
  • Previous Community or Charter school teaching or leadership
  • Training in literacy or mathematics – Reading or Math Specialist Endorsement

Working Conditions

• On-call availability
• Ability to travel
• Dexterity to operate a computer keyboard, mouse, and to handle other computer and other technology related components
• Management and interaction with students, staff, parents, school board, sponsors, and community members

Physical Requirements

• Physical ability to lift up to 25 pounds
• Standing for extended periods of time
• Ability to move around the building

This is not necessarily an all-inclusive list of job-related responsibilities, duties, skills, efforts, requirements or working conditions. While this is intended to be an accurate reflection of the current job, management reserves the right to revise the job or to require that other or different tasks be performed as assigned.