About this role
Position Summary:
Under the direction of the Chief Academic Officer (CAO), the Coordinator of K–12 Teaching and Learning serves as a district-wide instructional leader responsible for strengthening teaching and learning across AIMS K–12 schools.
The Coordinator provides direct instructional support to teachers and school leaders through learning walks, classroom observations, coaching, professional development, professional learning communities (PLCs), data analysis, curriculum support, and instructional planning. The Coordinator works closely with Heads of School, leadership teams, department
heads, teacher leaders, and academic staff to ensure consistent implementation of high-quality, standards-aligned instruction across all grade levels and content areas.
The Coordinator brings strong knowledge of K–12 curriculum and instruction, with particular expertise in early literacy, literacy, mathematics, assessment, data-informed instruction, and college and career readiness. The Coordinator supports instructional coherence from Transitional Kindergarten (TK) through Grade 12 and helps ensure students experience a rigorous, engaging, and developmentally appropriate academic program throughout their AIMS journey.
The Coordinator will play a key role in supporting the expansion of TK, strengthening early literacy and foundational skills, improving literacy and mathematics outcomes, expanding college and career pathways, and ensuring that instructional practices prepare students for success in A-G coursework, college, career, and postsecondary opportunities.
The ideal candidate is an experienced educator and instructional leader who is highly visible in schools, builds strong relationships with teachers, uses data to drive decisions, and can translate research-based instructional practices into meaningful classroom implementation.
REPRESENTATIVE DUTIES :
ESSENTIAL JOB DUTIES :
Instructional Leadership and Learning Walks
- Conduct regular K–12 learning walks and classroom visits across AIMS schools.
- Develop and maintain a consistent learning walk process focused on instructional quality, student engagement, rigor, differentiation, academic discourse, and evidence of student learning.
- Identify trends and patterns across classrooms, grade levels, departments, and schools.
- Provide timely, actionable, and supportive feedback to teachers and school leaders.
- Collaborate with Heads of School and leadership teams to identify instructional strengths and areas for improvement.
- Use learning walk findings to inform professional development, coaching, curriculum support, and instructional priorities.
- Monitor implementation of district-wide instructional expectations and initiatives.
- Support the development of a strong culture of continuous instructional improvement.
- Ensure learning walks are used as a growth and improvement tool rather than solely as an evaluative process.
- Regularly communicate instructional trends, successes, and areas of need to the CAO.Teacher Coaching and Instructional Support
- Provide individual and team-based instructional coaching to teachers across TK–12.
- Develop coaching cycles based on student data, classroom observations, teacher needs, and district instructional priorities.
- Support teachers with lesson planning, instructional design, differentiation, questioning, student engagement, classroom discourse, and assessment.
- Model high-quality instructional practices and, when appropriate, conduct demonstration lessons.
- Support teachers in analyzing student work and adjusting instruction based on evidence of student learning.
- Provide coaching and support to new and developing teachers.
- Partner with school leaders to identify teachers and teams requiring targeted instructional support.
- Build teacher capacity to implement rigorous, culturally responsive, inclusive, and student-centered instruction.
- Support teachers in implementing effective strategies for multilingual learners and students with disabilities.
- Develop tools, exemplars, resources, and instructional protocols that strengthen classroom practice.
Professional Development and Adult Learning
- Lead and facilitate high-quality professional development for AIMS educators.
- Design professional learning aligned to district academic priorities, learning walk findings, student achievement data, and identified staff needs.
- Lead professional development in areas including:
- Early literacy and foundational reading skills
- Literacy across the content areas
- Mathematics instruction
- Standards-aligned instruction
- Assessment and data analysis
- Differentiation
- Academic discourse and student engagement
- Culturally responsive teaching
- Multilingual learner supports
- MTSS and intervention
- Curriculum implementation
- College and career readiness
- Develop professional learning that is job-embedded and connected directly to classroom implementation.
- Follow professional development with coaching, classroom visits, modeling, and implementation checks.
- Evaluate the effectiveness of professional development and make adjustments based on evidence.
- Support the CAO in developing an annual K–12 professional learning calendar.
- Facilitate professional learning for leadership teams, department heads, grade-level teams, and teacher leaders.
Professional Learning Communities (PLCs)
- Support the development and implementation of effective PLCs across K–12.
- Establish clear structures, protocols, and expectations for collaborative teacher learning.
- Facilitate PLCs focused on:
- Student achievement
- Common instructional practices
- Curriculum alignment
- Student work
- Assessment results
- Intervention and enrichmen t
- Instructional strategies
- Equity and access
- Support grade-level and department teams in establishing measurable student learning goals.
- Ensure PLCs move beyond information sharing toward collaborative inquiry and improved instructional practice.
- Develop and monitor PLC agendas, cycles, outcomes, and action steps.
- Coach teacher leaders, department heads, and school leaders in facilitating effective PLCs.
- Data Analysis and Data-Informed Instruction
- Support the CAO, Heads of School, leadership teams, and teachers in analyzing student achievement data.
- Facilitate data cycles that lead to clear instructional actions.
- Analyze formative, interim, benchmark, and summative assessment data to identify trends and instructional priorities.
- Support teachers in disaggregating data by grade, standard, subgroup, course, and other relevant indicators.
- Facilitate collaborative analysis of student work and assessment results.
- Help teachers identify students who require intervention, acceleration, enrichment, or additional instructional support.
- Support the development and monitoring of academic goals and measurable outcomes.
- Create data presentations, reports, summaries, and visualizations for school and district leadership.
- Assist the CAO in monitoring progress toward district academic goals.
- Use data from learning walks, assessments, PLCs, and teacher feedback to identify professional learning needs.
- Help establish a culture in which data is used as a tool for improvement, reflection, and instructional decision-making.
Literacy and Early Literacy
- Serve as a district instructional leader for literacy development from TK through Grade 12.
- Provide leadership and support for early literacy instruction, foundational reading skills, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing.
- Support TK–2 educators in implementing developmentally appropriate, research-informed early literacy practices.
- Support alignment of literacy instruction from early childhood through elementary, middle, and high school.
- Analyze literacy data to identify trends, achievement gaps, and areas requiring targeted support.
- Coach teachers and leaders in effective literacy instruction and intervention.
- Support the development and implementation of common literacy expectations and instructional practices.
- Support literacy across content areas in grades 6–12.
Collaborate with school leaders and teachers to strengthen writing instruction and student academic language.
Support the CAO in identifying curriculum, intervention, and professional learning priorities related to literacy.
Mathematics
- Serve as a district instructional leader for mathematics instruction across TK–12.
- Support teachers in implementing rigorous, standards-aligned mathematics instruction.
- Analyze mathematics achievement data and identify areas of strength and need.
- Coach teachers in mathematical discourse, conceptual understanding, problem solving, fluency, and application.
- Support vertical alignment of mathematics instruction from TK through Grade 12.
- Facilitate professional learning focused on effective mathematics pedagogy and student outcomes.
- Support teachers in using assessment data to identify unfinished learning and accelerate student progress.
- Collaborate with department heads and school leaders to strengthen mathematics pathways and course sequencing.
- Curriculum and Instructional Coherence
- Support the implementation and monitoring of K–12 curriculum and instructional programs.
- Ensure instructional practices are aligned to California Content Standards and AIMS academic priorities.
- Support vertical and horizontal curriculum alignment across schools and grade levels.
- Collaborate with teachers, department heads, and school leaders to identify curricular gaps, redundancies, and opportunities for improvement.
- Support the effective implementation of adopted curriculum and instructional resources.
- Review instructional materials and classroom practices to ensure alignment with academic expectations.
- Support curriculum planning across all major TK–12 content areas.
- Maintain strong working knowledge of elementary, middle, and high school curriculum and instructional practices.
- Leadership Teams and Department Heads
- Serve as an instructional partner to Heads of School and school leadership teams.
- Participate in and support K–12 leadership team meetings.
- Provide instructional data, analysis, trends, and recommendations to leadership teams.
- Coach department heads and teacher leaders in instructional leadership and adult learning.
- Support department heads in developing instructional goals, department plans, and professional learning priorities.
- Facilitate cross-school collaboration among department heads and teacher leaders.
- Support the development of teacher leadership capacity throughout AIMS.
- Help establish consistency in instructional expectations while honoring the unique needs of each school and grade span.
Transitional Kindergarten (TK) Expansion
- Support the academic and instructional planning associated with the expansion of Transitional Kindergarten.
- Collaborate with school leaders and early childhood educators to develop a high-quality TK instructional program.
- Support alignment between TK, kindergarten, and early elementary instruction.
- Assist in identifying developmentally appropriate curriculum, instructional materials, and learning environments.
- Support professional development for TK and early elementary teachers.
- Monitor student readiness, early literacy, numeracy, social-emotional development, and other foundational indicators.
- Support systems that ensure a smooth transition from TK to kindergarten and beyond.
- Collaborate with district leaders to identify staffing, curriculum, professional learning, and instructional needs associated with TK expansion.
College and Career Readiness
- Support the CAO and school leaders in strengthening college and career readiness from elementary through high school.
- Support the development and expansion of college and career pathways across AIMS.
- Collaborate with high school leadership and department heads to strengthen A-G course access and completion.
- Support pathway development aligned to student interests, postsecondary opportunities, workforce needs, and college and career options.
- Help ensure students have access to rigorous coursework, career-connected learning, internships, dual enrollment, CTE, and other postsecondary opportunities as available.
- Support vertical college and career readiness planning from K–12.
- Collaborate with teachers and school leaders to build a culture of college and career readiness beginning in the elementary grades.
- Analyze enrollment, course-taking, completion, and student outcome data to identify opportunities to expand pathway access.
- Support the CAO in identifying opportunities for new academic and career pathways.
- Assist with partnerships with colleges, universities, employers, and community organizations as assigned.
MTSS and Academic Intervention
- Support implementation of academic components of the Multi-Tiered System of Supports
- (MTSS).
- Collaborate with school leaders, intervention staff, and teachers to identify students requiring additional academic support.
- Support the use of data to develop targeted intervention and acceleration plans.
- Monitor the effectiveness of academic interventions.
- Support PLCs and grade-level teams in developing appropriate instructional responses to student needs.
- Assist teachers in using formative data to provide timely intervention and enrichment.
- Collaborate with the CAO and appropriate academic leaders to identify gaps in intervention programming.
- Continuous Improvement
- Use learning walk data, student achievement data, PLC outcomes, and stakeholder feedback to identify areas for continuous improvement.
- Support implementation of school and district academic improvement plans.
- Develop measurable action steps tied to instructional priorities.
- Monitor implementation of academic initiatives and communicate progress to the CAO.
- Identify effective practices across AIMS schools and support their replication and scaling.
- Contribute to academic program evaluations and improvement cycles.
- Support the organization in creating systems that sustain instructional improvement beyond individual initiatives or personnel changes.
- Collaboration and Communication
- Build strong, trusting relationships with educators, school leaders, students, and families.
- Serve as a visible and accessible instructional leader acr oss AIMS schools.
- Collaborate closely with the CAO, Heads of School, leadership teams, department heads, teacher leaders, MTSS staff, and other academic personnel.
- Communicate instructional priorities, expectations, data findings, and recommendations clearly and effectively.
- Prepare presentations and reports for the CAO, leadership teams, and Board as requested.
- Share successful instructional practices and recognize teacher and student accomplishments.
- Represent the academic department at meetings, professional learning events, and community events as assigned.
- Perform other related duties and responsibilities as assigned by the CAO or Superintendent.
Qualifications
QUALIFICATIONS:
- Bachelor's degree from an accredited college or university in education or a related field.
- California teaching credential or other appropriate educational credential preferred.
- Minimum of 3 years of successful teaching experience.
- Demonstrated experience providing instructional coaching, professional development, teacher leadership, or curriculum support.
- Experience analyzing student achievement and instructional data.
- Experience working collaboratively with school leaders and teachers.
- Strong knowledge of standards-aligned instruction, assessment, curriculum, and instructional best practices.
- Strong written, verbal, organizational, and interpersonal communication skills.
- Ability to manage multiple projects, priorities, and deadlines.
- Ability to work effectively with a diverse population of students, families, educators, and community members.
- Successful clearance of Department of Justice fingerprinting and tuberculosis screening protocols.
PREFERRED:
- Master's degree in education, educational leadership, curriculum and instruction, or related field.
- Administrative or leadership credential.
- Experience working in a charter school or charter management organization.
- Experience supporting K-12 instructional programs.
- Experience with MTSS, multilingual learner instruction, special education, data cycles, and/or professional learning communities.
- Experience conducting learning walks and instructional coaching cycles.
- Experience developing and facilitating professional development.
- Experience with California charter accountability requirements, including LCAP, SPSA, MOU, and charter renewal processes.
KNOWLEDGE AND ABILITIES:
The successful candidate will demonstrate:
- Strong instructional knowledge and understanding of effective teaching and learning.
- Ability to coach adults and provide clear, actionable feedback.
- Ability to build trust and positive relationships with educators and school leaders.
- Strong data analysis and problem-solving skills.
- Ability to translate data into actionable instructional strategies.
- Strong project management and organizational skills.
- Ability to facilitate engaging and effective professional learning.
- Knowledge of California academic standards and assessment systems.
- Understanding of differentiated instruction, MTSS, multilingual learner supports, and inclusive practices.
- Ability to manage sensitive information with professionalism and confidentiality.
- Strong oral and written communication skills.
- Commitment to equity, excellence, continuous improvement, and high expectations for all students.
PHYSICAL ACTIVITY REQUIREMENTS:
Minimum Work Position (Percentage of Time):
Standing: 30 Walking: 20 Sitting: 50
Minimum Body Movement (Frequency):
None (0) Limited (1) Occasional (2) Frequent (3) Very Frequent (4)
Lifting (lbs.): 25 Lifting: 1 Bending: 2
Pushing and/or Pulling Loads: 1 Reaching Overhead: 1 Kneeling or Squatting: 1
Climbing Ladders: 0 Climbing Stairs: 2
NON-DISCRIMINATION : AIMS College Prep Charter District does not discriminate on the basis of race, color, religion, gender, marital status, ancestry, political affiliation, age, sexual orientation, disability, medical condition, national origin, or mental or physical handicap in any of its policies or procedures related to admissions, employment, educational services, programs or activities.