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15 Jun 2021

Instructional Support 9th Grade Success Coach

Stand for Children
 Indianapolis, Marion County, Indiana, United States

Job Description

The Role

Your role stands at the center of the fight to change the odds for underserved students. As a key member of Stand’s coaching team at a moment of tremendous need and opportunity, you will work in partnership with school-based leaders to develop and operate effective 9th Grade Success Teams to review data on 9th Grade performance and design and monitor the effective implementation of supports that help mitigate failure and increase achievement. You are responsible for the creation and implementation of proven success systems, structures, and practices at the Center for High School Success’s partner schools in Indiana. As someone motivated by results and impact, you get the opportunity to work with colleagues who not only care deeply about justice and equity, but who are bold and strategic and take responsibility for achieving substantial progress toward greater justice and equity every year, everywhere we work.

The Organization

Stand is a non-profit education advocacy organization focused on ensuring all students receive a high quality, relevant education, especially those whose boundless potential is overlooked and under-tapped because of their skin color, zip code, first language, or disability.

The Center for High School Success is a program of Stand for Children that was established to increase the number of high school students who are on track to graduate by the end of 9th grade. Research from the University of Chicago found that students who finished 9th grade on track were 4 times more likely to graduate high school. We used this research and developed practices, tools, and coaching to support high schools across the country in implementing successful 9th Grade Success Programs.


  • Work collaboratively with high schools in Indiana to develop processes, structures, and tools for maximizing 9th Grade On Track Rates;
  • Build partnerships with identified school principals and 9th Grade Teams to improve 9th Grade On Track rates through analyzing attendance, course performance, and behavior data;
  • Coach 9th Grade Success Team Leads to build their capacity to successfully perform their role in leading change; effectively facilitating meetings, data analysis, and problem solving; and creating conditions that support overall student success;
  • Maintain on-going communication with school leaders and select school staff, record and document contacts and progress;
  • Support school-based 9th Grade Success Team Leads with establishing team roles, norms, and protocols that organize the team for success and allow for routinization of best practices;
  • Use the CHSS research and change theories to guide school-based coaching and the development and implementation of systems for monitoring and addressing student progress and supports;
  • Support schools with implementing tools and systems for documenting process and outcome measures, including but not limited to notes, objectives, and outcomes of 9th Grade Success meetings;
  • Support schools with developing a tiered system of supports and interventions for students at-risk of missing their 9th Grade On Track benchmarks;
  • Ensure that team meetings are set up with clear connections to team goals and objectives; ensure meeting agendas have clear accountability structures identifying responsible parties and timelines – for what, to whom, and by when;
  • Establish regular meeting schedules with partner school principals;
  • In collaboration with partner principals, establish 9th Grade Success Team goals and benchmarks, and determine the specific data, data sources, and inquiry/intervention cycles that will be employed to support progress monitoring and evaluation;
  • Participate in regularly scheduled 9th Grade Success Coach trainings and supervision with CHSS team and national director;
  • Provide regular and as-needed reports on implementation and progress towards 9th Grade Success goals and benchmarks;
  • Conduct ongoing needs assessment to help identify structural or resource gaps, and to inform resource allocation and or funding strategy;
  • Identify and co-facilitate cross-functional collaboration with other school teams whose work intersects;
  • Co-facilitate professional learning around 9th Grade Success for partner schools and more broadly as part of CHSS’ professional development offerings;
  • Support partner schools with organizing 9th Grade Success events in recognition of students’, teachers’, and families’ efforts towards improving student outcomes; and
  • Organize quarterly network collaboratives of partner schools for learning, practice sharing, and engagement.

Required Qualifications:

  • Master’s Degree in Education or related field; or minimum of 8 years’ experience in school improvement, preferably at the high school level and preferably as a principal;
  • A relentless commitment to public education, social justice, and equitable outcomes for all students;
  • Principal or assistant principal experience, preferably at the high school level;
  • Experience coaching, evaluating, and supervising teams;
  • A commitment to self-reflection, examination of identity and role in systems of oppression and to challenging inequities;
  • Proven ability to build relationships with and communicate effectively with people at different levels of an organizational hierarchy;
  • Proven ability to manage for results;
  • Proven ability to analyze and synthesize data to help define challenges, set goals, measure progress and solve problems;
  • Innovative and entrepreneurial with a record of generating innovative ideas to solve sticky challenges;
  • Strong facilitation skills and demonstrated knowledge of adult learning principles;
  • Eagerness to participate in ongoing professional development and team and self-evaluation;
  • Outstanding written and verbal communication skills;
  • Excellent organizational and project management skills and ability to effectively prioritize multiple tasks and meet deadline;
  • Ability to respond with flexibility to demands and requirements and adjust to ambiguous circumstances and change;
  • Access to transportation; travel to schools within district;
  • Ability to be in multiple locations in the course of a given day, the ability to transport items, and the ability to set up and take down meeting equipment (chairs, tables, projectors, screens, etc.); may require the ability to climb stairs.

Stand for Children consists of two separate entities. Stand for Children, Inc., a grassroots membership organization is exempt under section 501(c)(4) of the Internal Revenue Code, and Stand for Children Leadership Center, a leadership development organization is exempt under section 501(c)(3)

Stand for Children and Stand for Children Leadership Center provide equal employment opportunity (EEO) to all persons regardless of age, color, national origin, citizenship status, physical or mental disability, race, religion, creed, gender, sex, sexual orientation, gender identity and/or expression or marital status. We are committed to a diverse and culturally inclusive workplace in which our differences broaden our awareness, enrich our daily experiences and contribute to our collective strength. We predominantly partner with low-income communities of color. Therefore, though race and other legally protected characteristics are never used to make final hiring decisions, we focus on recruiting staff members who share the backgrounds of the communities we serve.

How to Apply

Please upload your resume and cover letter at our website:

Bureaus: Indiana. Job Categories: Full-Time. Job Types: Instructional Support.