The Instructional Facilitator position offers the opportunity to deeply impact a large group of new colleagues in education by ensuring they meet key learning outcomes during our summer training institute in a way that enables them to lead students to significant academic achievement.
Our 2018 Memphis Regional Institute is determined to achieve three overarching outcomes: 1) Foster a 21st century global learning experience for students, 2)Build a community that sustains, celebrates, and challenges, and 3)Catalyze our corps members’ learning and leadership to be Day One Ready. Instructional Facilitators (IFs) play a critical role at the heart of Teach for America – Memphis’ work. Instructional Facilitators provide group learning experiences for corps members (CMs) during the summer training program aimed at developing CMs who are ready for the first day of school. IFs facilitate core training and support sessions grounded in cultural competence across the following domains: 1) Planning and Execution, 2) Learning Environment, and 3) Building Authentic Relationships. IFs may facilitate sessions multiple times to a group of corps members within a shared learning community, and provide follow-up coaching, practice, and supplemental instruction to meet CMs’ diverse needs.
The Instructional Facilitator position offers the opportunity to deeply impact a large group of new colleagues in education by ensuring they meet key learning outcomes during our summer training institute in a way that enables them to lead students to significant academic achievement. We put a premium focus on ensuring that all teachers understand how they learn best, so they can autonomously direct their learning. Therefore, we explicitly make our teachers aware of our learning theory. The IF positions our CMs as learners in their group learning experiences by facilitating sessions that are focused on growing generalized pedagogical skill through frequent and public practice of skills and watching models of excellence. Those skills are broken down into distinct actions and put together again to make a complete set, so that CMs develop “muscle memory” for key day one ready skills in planning and execution, learning environment, and relationship building. This will set the foundation for CMs to build additional, more complex skills during their first year. They will report directly to Director, Program Design.
Just six percent of Memphis students graduate high school college-ready — a reality threatening Dr. Martin Luther King, Jr.’s vision of equality. Communities across Memphis are working urgently to change this and ensure all kids have choices after high school. We know that this work will require a reimagining of schooling in our community and will require diverse leadership at all levels. Our mission is to find, develop, and support a diverse network of leaders who expand opportunity for children from classrooms, schools, and every sector and field that shapes the broader systems in which schools operate. To foster this force of leadership, we focus on creating an environment where learners are deeply known, in a program that is intentional, supportive, and rigorous, so that they perform better, sustain themselves for longer, are more likely to persevere in the face of challenges (and even rise up to meet them at increasing rates), and lead more effectively.
To realize our mission and act from our learning theory, our staff MUST take radical responsibility for leading at every level and be obsessed with fostering community and empowering leadership in every interaction. To that end, every team member should embody the following:
Open Hearted Leadership:
- Consistently lean in during moments where there is a lack of clarity
- Build relationships where people feel deeply known and open yourself to be deeply known by others
- Understand identity and privilege in a work setting
- Shift into a solutions-orientation when breakdowns occur
- Operate with authenticity by being true to your word, speaking from your perspective, and demonstrating openness
- Track record of being committed to people’s development and success
- Understand and co-own the creation of the corps member experience
- Deeply invested in executing our institute design with precision and intention
- Take full responsibility for your outcomes and impact and support others to take full responsibility for theirs
- Can autonomously direct your learning
- Humble, flexible, problem solver
- Understand that coaching comes from everywhere (peers, corps members, your manager)
- Continuously reflect on your outcomes, the impact you are having on others, and the relationships you are building
Facilitate Corps Member Learning
- Individually facilitate and/or co-facilitate core learning experiences to a large group of corps members (sometimes multiple times to different groups).
- Build a strong adult culture in sessions rooted in relationships, achievement, and growth.
- Model effective teaching practices and strategies, specifically strategies that ensure learners are actively involved and continuously reflecting on their practice and are in alignment with our Day One Ready Outcomes.
- Coach corps members to grow in both one-on-one and small-group settings within and outside of scheduled session times, if necessary.
- Facilitate (and sometimes design) differentiated follow-up support to provide additional coaching, practice, reflection, and instruction for corps members.
- Collaborate with other members of the IF team on session preparation, internalization, practice, and delivery.
- Modify sessions to meet the needs of your group of pre-service teachers as necessary.
Lead Across the Movement
- Be a living, breathing illustration of what it means to be a transformational teacher by modeling effective instructional practices to corps members, specifically strategies that ensure learners are actively involved and continuously reflecting on their practice and are in alignment with our Day 1 Ready Outcomes.
- Build authentic relationships across lines of difference to connect with corps members’ diverse styles, strengths and needs.
- Attend and engage in ongoing training and development throughout the spring, both in person and via conference call.
- Collaborate with the SMD, Institute & 1CM Support, Director, Program Design, Instructional Coaches, and other institute staff to analyze corps member performance in order to identify and address critical areas of need.
- Use data in ongoing work to quickly make action plans and adjust course as needed.
- Engage with school teams on data analysis and implementation of aligned next steps into instructional program.
- Engage in continued skill building and development with your manager and the broader Teacher Leadership Development team, including engaging in conversations around our core values and conscious leadership model.
- Participate in, and act based on, cultural competence trainings.
- Give, solicit, receive, and act upon feedback on your work and impact on others regularly.
- Ability to bring the Teach for America-Memphis Learning Theory to life through highly effective facilitation of content, practice, and reflection for groups of adult learners, including the abilities to:
- Create a respectful, collaborative, and urgent culture of constant learning
- Present content clearly and dynamically
- Engage learners in rigorous discussion and authentic practice
- Adjust course to address learner needs
- Strong planning and preparation skills, including the abilities to:
- Internalize a pre-designed learning experience
- Prepare necessary supplemental materials and examples
- Anticipate corps member misunderstandings and needs and make strategic adjustments
- Strong knowledge and understanding of general pedagogical theory and practice, including a deep baseline understanding of backwards planning
- Alignment with and investment in the Learning Theory, Cultural Competence, and Conscious Leadership frameworks used in Teach For America training
- Experience at providing one-on-one and/or small-group coaching support to colleagues
- Exemplary interpersonal and relationship-building skills, including working across lines of difference and with diverse groups of people to create an inclusive culture and welcoming environment, particularly in situations demanding clear communication of priorities and/or quick consensus-building
- Exemplary problem solving and critical thinking
- Bachelor’s degree required, Master’s degree preferred
- Quantifiable success as a classroom teacher, with a minimum 2 full years of teaching experience by the start of the institute required
- Experience working with colleagues in professional development settings, including facilitating training sessions, coaching and/or giving teachers feedback
- Experience directly mentoring new teachers highly preferred
To be considered for this role, you must submit an online application. Please scroll down to the bottom of the page to find the link to the online application. For more information, please contact email@example.com.
In order to be considered for this position, you must submit an online application and complete the following steps by Friday, January 12, 2018.
1) Submit your initial application that includes uploading your resume.
2) Upload your cover letter (maximum length one page) answers at least two of the following questions:
- Why are you applying to the Instructional Facilitator position?
- In what ways have you been most successful, and in what ways have you been least successful, in your classroom?
- Describe a time when you have led, managed, or taught a group of adults. How has this affected your leadership style? How would the adults in that group describe your leadership style? Include an example of when your style was effective or ineffective. (If you do not have experience leading adults, please reflect on the leadership style of someone with whom you have worked.)
- Mandatory for returning institute staff: What did you learn in your role last year, and what would you change about your approach this year to make yourself more effective?
3) Create two videos, 5 minutes maximum each, responding to the following prompts:
- Pretend you are talking to a corps member on the first day of institute that is nervous about their decision to join Teach for America, and they ask you the question, “What does Teach for America do and what does that mean for my impact?”
- A few notes- this corps member is generally happy and just needs to be reminded of “why TFA” to feel solid going into the first day
- Feel free to respond directly to the question or engage in a role play with someone willing to play the role of a corps member.
- Recall a time where there was a major breakdown between a group of people with whom you worked. Describe the team; describe the breakdown. How did you approach the situation and what steps did you take to help resolve the breakdown? What ultimately happened? What did you learn about yourself and working with teams?
Upload your videos to Youtube or Google Drive. Ensure that they are sharable, and clearly include the link to each video in your cover letter. Tips to upload to Youtube can be found here. Tips to upload to Google Drive can be found here.
Do not be concerned if it is not a professional quality video. A clip from a cell phone or digital camera will suffice.
Because technology can sometimes be fickle, we strongly suggest giving yourself plenty of time before the deadline to upload your video.
4) In the “Institute Application Started” email, you’ll see a “Reference Request Form” link. Follow that link to request up to three professional contacts to complete a reference survey on your behalf. The survey is intended to give hiring managers an understanding of your full trajectory as a teacher and leader. Therefore, we ideally want to see feedback from professional, managerial contacts who can speak to your experience in the classroom and school/corps community over time.
In this survey we want to hear from the people who know you best (with a particular eye towards those most familiar with your classroom). If that’s ultimately one person – for example, your current coach – that’s fine. And if you’re not ready to tell your manager yet that you’re applying for another job, that’s fine. This is not about the number of references (although hearing from several people can sometimes help understand your full trajectory); this is about getting a full picture. Often, Teach For America staff have great perspective on both the role to which you’re applying and your own strengths. To that end, some suggestions:
- Current Corps Members: At a minimum, please ask your current and former coaches to serve as your reference(s).
- Other references should be professional contacts who know you well and can speak to your qualifications for the position to which you are applying. This can include a current or recent manager, principal, or professional mentor. If you’ve worked at Teach For America’s summer institute, your manager there could be a helpful reference as well. You should not ask friends or family members to serve as a reference.
Upon submitting their contact information to us, we will send your references the reference survey to complete. We encourage you to leave adequate time for your references to complete this step. The survey will take approximately 20-30 minutes for them to complete.
Please note that if references are unable to complete the survey by the application deadline, this should not hold you back from applying.
For more information, please contact firstname.lastname@example.org.
Benefits and Compensation
Compensation for this position is competitive and depends on prior experience. Room, board, and some travel and shipping costs are provided for all who require it.
Commitment to Diversity and Equal Opportunity Employment Policy
Teach For America encourages individuals of all ethnic, racial, and socioeconomic backgrounds to apply for this position. We are committed to maximizing the diversity of our organization, as we want to engage all those who can contribute to this effort. Learn more about our diversity on staff: www.teachforamerica.org/about-us/careers/life-at-tfa/workforce-diversity-and-inclusiveness.
Teach For America is committed to providing equal employment opportunities to all qualified individuals and does not discriminate on the basis of race, color, ethnicity, religion, sex, gender, gender identity and expression, sexual orientation, national origin, disability, age, marital status, veteran status, pregnancy, parental status, genetic information or characteristics (or those of a family member) or any other basis prohibited by applicable law.
This job description reflects Teach For America’s assignment of essential functions and qualifications of the role. Nothing in this herein restricts management’s right to assign, reassign or eliminate duties and responsibilities to this role at any time.