Elementary Instructional Coach - Lighthouse Connections Academy

School Summary 

Lighthouse Connections Academy (LCA) is a tuition-free K–12 online public school that students attend from home. Authorized by Oxford Community Schools, Lighthouse Connections Academy is state certified and open to students located throughout Michigan including Troy, Royal Oak, Bloomfield Hills, Rochester, Farmington, and beyond.

Position Summary and Responsibilities

Lighthouse Connections Academy seeks an exceptional Instructional Coach who is positive and committed to supporting the growth and success of both teachers and students. This individual should be a strong instructional leader who brings energy, expertise, and professionalism to every interaction. They are passionate about improving teaching and learning, and they inspire trust through consistent support, clear communication, and a solutions-focused mindset. The ideal candidate is reflective, approachable, and highly skilled in building positive relationships with teachers, staff, students and parents. They model best practices, provide meaningful feedback, and foster a collaborative culture where continuous growth is both encouraged and celebrated. This individual will also serve as a supportive partner to teachers by providing job-embedded professional development, instructional support, and coaching to improve classroom practices and student achievement. The coach will work collaboratively with school leadership to support high-quality teaching, data-driven instruction, and student-centered learning. In addition, the Instructional Coach will directly manage Master Teachers (Teacher Supervisors) at Lighthouse Connections Academy.

Knowledge, Skills, and Abilities

• Develop a program or coaching cycle to successfully coach teachers
• Knowledge of Michigan K-5 standards-based curriculum instruction and assessment as they relate to each other and influence student achievement
• Highly skilled at implementing exemplary virtual educational practices resulting in demonstrated student achievement gains
• Ability to lead colleagues by utilizing effective communication and leadership skills

Responsibilities

• Professional Development

• Assist with school-wide data analysis, as part of a professional development needs assessment

• Observe and provide follow-up related to professional development for the purpose of insuring implementation of exemplary practices

• Demonstrate continued professional growth through self-directed as well as defined professional development opportunities, which may include additional training, professional learning communities, outside research, and reading professional literature

• Assist in the coordination of school-based professional development opportunities linked to individual professional development plans and job competencies

• Coaching

• Establish a model demonstration classroom of research-based exemplary practices for the purpose of collegial observations

• Assist teachers with writing lesson plans to support the curriculum

• Regularly demonstrate model lessons and share expertise with other teachers in both formal and informal settings

• Regularly observe and provide feedback to teachers

• Assist teachers with teaching and learning strategies, processes and procedures of requirements regarding assigned programs and initiatives

• Data Analysis with grade-level teams

• Curriculum, Instruction and Assessment

• Assist in the development and implementation of standards-based curriculum and assessment opportunities, and research-based instructional best practices

• Collaborate with colleagues to develop exemplary lessons and units

• Assist teachers in understanding the use of formative and summative assessments to differentiate and improve instructional practices and strategies

• Informal weekly walkthroughs/observations using the Danielson rubric

• Share/discuss formative assessments with teachers

• Share/discuss various types of instructional strategies

• Model effective instructional strategies based on individual needs

• Communication

• Demonstrate effective communication skills when working collaboratively and coaching others

• Model appropriate communication skills and tools matched to the needs of various audiences and purposes

• Create and provide timelines, calendars and schedules regarding modeling, coaching and support

• Serve as a liaison between the school site and district staff

• IC’s will meet with their assigned teacher and document evidence

• IC’s will create their schedule to coincide with their teacher prep time, allowing feedback to occur.

• IC's will meet on a regular basis

• Leadership

• Support and assist in implementing the district vision, school mission and school improvement plan

• Demonstrate the knowledge, skills and disposition of a change agent

• Apply the process and principles of change toward improved educational practice

• Other

• Perform other duties as assigned

Requirements 

• Must reside in Michigan
• Bachelor’s Degree in Education from a regionally accredited college/university Required (Master’s Degree, preferred)
• Valid Michigan Teaching Certification with five years minimum of successful teaching experience including virtual teaching experience. Except as otherwise provided by law, the Academy shall use certificated teachers according to state board rule.
• Professional development and/or additional certification in the area of peer observation, coaching, mentoring, and conferencing skills (such as Cognitive Coaching)
• Strong leadership qualities and a commitment to goal-directed management and accountability 
• Excellent communication skills, both oral and written 
• Knowledge of Professional Learning Communities
• Customer-focused approach 
• Flexible, ability to transition from task to task quickly 
• Demonstrated ability to work well in fast-paced environment 
• Team player 
• Technologically proficient (especially with Microsoft Office products and Google Suite) 
• Travel and attendance at in-person events, including State Testing is required throughout the school year, as determined by the school. This may require overnight travel.
• Ability to work some occasional evening hours, as needed to support some families
• Must be able to use a personal electronic device and an email address for two-step authentication.