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Start Your Online Application Now MTSS Coordinator This position will be for the 2026/2027 School Year and will start on July 1, 2026. ABOUT HOPE COMMUNITY ACADEMY HOPE Community Academy is an accredited, public co-educational charter school comprising primary, intermediate, middle school, and high school levels. The entire school community seeks to provide a safe and trusting learning environment where each student is valued and challenged to grow academically, socially, emotionally, and physically. Mission: To inspire students to achieve high academic success while embracing Hmong language and culture. Vision: To be a public school of excellence, with high quality staff, diverse programs, and successful students. Culture statement reflects who we are: HOPE is a safe space where all feel valued, empowered, and inspired. Learning at HOPE promotes cultural appreciation, character, and lifelong growth. Our scholars leave ready to lead with purpose and contribute to their community. HOPE''s Values: High-Impact; Scholar-Focused; Sense of Belonging; Leadership; and Joyful Excellence. Our work for the next two years is illustrated in our 2026-2028 Strategic plan focused on four priorities - Radical Growth, Stabilizing Operational Systems, Being Data-Centered, and Building Community Impact. All employees are expected to operate with high impact to continue improving the experiences of HOPE''s community. Position Title: Secondary Instructional Coach Salary Range: $45,000 - $54,444.46 Reports To: Secondary Educational Leader Status: Exempt, Full-Time 40+ hours a week Contract Type: 10 month contract At HOPE, we believe that the quality of instruction inside a classroom is the single most important factor in whether a scholar succeeds. Curriculum, data, and systems all matter ? but nothing translates into scholar growth without a teacher who is skilled, supported, and continuously improving. At the secondary level, this is especially critical. Our middle and high school scholars are navigating increasingly complex academic content, developing their identities, and preparing for the next stage of their lives ? and the teachers in front of them must be equipped to meet that moment. For HOPE to achieve the academic growth and proficiency goals laid out in our 2026?2028 Strategic Plan, we must invest deeply in building the capacity of our secondary instructional staff ? and that investment begins with the Secondary Instructional Coach. The Secondary Instructional Coach at HOPE is a thought partner, a model, and a champion for every teacher in grades 6?12. This is not a supervisory role and it is not an evaluative role ? it is a deeply relational, trust-centered position that exists to support teachers in doing the best work of their professional lives. The Secondary Instructional Coach works alongside classroom teachers through observation, feedback, co-planning, modeling, and data analysis to strengthen instructional practice, deepen content knowledge, and ensure that every scholar at HOPE receives high-quality, rigorous, data-informed, and culturally responsive instruction. Reporting to the Educational Leader ? Secondary and the Chief Academic Officer, the Secondary Instructional Coach is a key member of the academic leadership team and plays a critical role in shaping the instructional identity of HOPE''s secondary program. Secondary coaching comes with its own unique demands. Unlike elementary, where a coach may work with generalist teachers, the Secondary Instructional Coach must navigate multiple content areas, varying departmental cultures, and the particular challenge of coaching teachers who are specialists in their subject. This requires a coach who is credible across content, skilled at building trust with teachers who may not be accustomed to being coached, and able to maintain a consistent coaching presence across a secondary schedule that moves quickly and leaves little margin. This role is central to HOPE''s Radical Growth and Data-Centered strategic priorities ? because sustainable academic improvement at the secondary level does not happen through mandates or compliance. It happens through the patient, consistent, relationship-driven work of building teacher capacity from the inside out. The ideal Secondary Instructional Coach is someone who has been an exceptional secondary classroom teacher, leads with humility and curiosity, and is deeply committed to the belief that every teacher ? like every scholar ? has the capacity to grow. Primary Duties: Instructional Coaching Cycles. Design and facilitate structured, ongoing coaching cycles with secondary classroom teachers (grades 6?12) that include pre-observation conferences, classroom observations, data collection, and post-observation feedback conversations. Build coaching relationships grounded in trust, confidentiality, and a shared commitment to scholar outcomes. Maintain a consistent schedule of coaching visits across assigned teachers, content areas, and grade levels within the secondary program. Classroom Observation & Feedback. Conduct regular formal and informal classroom observations across all secondary content areas using established instructional frameworks and rubrics. Provide teachers with timely, specific, and actionable feedback that is grounded in evidence, aligned to instructional priorities, and delivered in a way that is affirming and growth-oriented. Use the Danielson Framework and other tools to support teacher reflection and professional growth. Build credibility across content areas by understanding the unique instructional demands of each discipline. Co-Planning & Co-Teaching. Partner with secondary teachers in collaborative lesson and unit planning to ensure instruction is standards-aligned, data-informed, and responsive to the diverse needs of HOPE''s adolescent scholars. Model effective instructional strategies through co-teaching and demonstration lessons. Support teachers in planning for differentiation, including strategies for English Learners, scholars with IEPs, and scholars performing above or below grade level. Navigate the complexity of secondary scheduling to ensure co-planning time is protected and productive. Data Analysis & Instructional Decision-Making. Support secondary teachers in analyzing student performance data ? including FASTBridge, MCA results, EDUClimber, classroom assessments, and course-level data ? to identify patterns, inform instructional adjustments, and set scholar-level and course-level goals. Facilitate data conversations within departments and across the secondary program that are focused, solution-oriented, and connected to instructional practice. Help teachers move from data as information to data as action. Professional Development & Capacity Building. Design and facilitate job-embedded, relevant, and high-quality professional development experiences for secondary teachers and instructional staff. Identify patterns across coaching relationships and translate them into department-level and school-wide learning opportunities. Stay current on research-based instructional practices, adolescent learning and development, secondary pedagogy, and content-specific trends to bring new learning to the staff. Curriculum Implementation Support. Support secondary teachers in the faithful and effective implementation of HOPE''s adopted curricula, including Open-Up Resources and other approved programs. Partner with the Curriculum Specialist and academic leadership to ensure teachers are utilizing pacing guides, scope and sequence documents, and standards-based unit plans with fidelity. Identify gaps in curriculum implementation at the secondary level and work with teachers to address them proactively. Support for Diverse Learners at the Secondary Level. Partner with the ML Coordinator, SPED Coordinator, and secondary classroom teachers to ensure that instructional practices are accessible, equitable, and responsive to the full range of learners in grades 6?12. Coach teachers in the use of scaffolds, modifications, and culturally sustaining pedagogies that honor the identities and assets of HOPE''s Hmong and Karen scholar community. Address the particular challenges of supporting diverse learners in a departmentalized secondary setting where scholars move between multiple classrooms and teachers throughout the day. Secondary Scholar Engagement & Motivation. Support teachers in developing instructional practices that keep middle and high school scholars engaged, motivated, and connected to their learning. Coach teachers on strategies for building academic identity and purpose in adolescent scholars ? helping them see the relevance and value of what they are learning. Address instructional practices that may unintentionally contribute to scholar disengagement, and help teachers design learning experiences that are rigorous, relevant, and responsive to where adolescent scholars are developmentally. Collaboration with Academic Leadership. Serve as a key partner to the Educational Leader ? Secondary and the Chief Academic Officer in executing HOPE''s academic vision and strategic plan at the secondary level. Participate in academic leadership team meetings, school improvement planning, and data review cycles. Maintain confidential records of coaching activities and share aggregate trends and insights with school leadership to inform professional development priorities and instructional decision-making. Maintain clear boundaries between the coaching role and the evaluative role of school administration. Building a Coaching Culture at the Secondary Level. Foster a professional culture within the secondary program where coaching is seen as a partnership, not a consequence ? and where growth, reflection, and vulnerability are valued as professional strengths. Model and promote an asset-based, scholar-centered mindset in all coaching conversations. Challenge deficit thinking about scholars ? particularly multilingual learners and scholars from historically marginalized communities ? and help teachers see and build on the strengths every scholar brings to the classroom. Professional Responsibilities & School Community Involvement. Fulfill all professional responsibilities including accurate documentation, timely reporting, and participation in school-wide events and initiatives. Contribute to a positive, collaborative, and growth-oriented school culture where staff feel supported and empowered to do their best work. Each staff member will participate in at least three or more school events throughout the school year. Requirements: Bachelor''s degree in Education, a secondary content area, or a related field required. Master''s degree in Curriculum & Instruction, Educational Leadership, or a related field strongly preferred. Valid Minnesota teaching license required. Licensure in a secondary content area preferred; additional licensure or endorsement in coaching, administration, or a content area is a plus. Minimum of three (3) to five (5) years of successful classroom teaching experience at the secondary level (grades 6?12), with a demonstrated record of strong scholar outcomes required. Experience in an instructional coaching, mentor teacher, department lead, or teacher leadership role at the secondary level preferred. Deep knowledge of research-based instructional practices across multiple secondary content areas, with the ability to coach credibly in both literacy/humanities and STEM contexts. Proficiency in using student assessment data ? including FASTBridge, MCA, EDUClimber, and classroom-based assessments ? to drive instructional decisions and coaching conversations. Familiarity with the Danielson Framework for Teaching or similar instructional evaluation rubrics. Understanding of adolescent development and the unique instructional, social-emotional, and motivational needs of middle and high school scholars. Experience supporting English Learners, scholars with IEPs, and scholars from diverse cultural and linguistic backgrounds within a secondary setting. Strong facilitation, communication, and interpersonal skills; ability to build trust with secondary teachers, earn respect through expertise, and lead without authority. Ability to give and receive feedback with professionalism, humility, and a genuine growth mindset. Comfort navigating multiple departments, content areas, and teaching styles; ability to adapt coaching approach to the needs of individual teachers and teams. Experience working with or in Hmong and/or other diverse communities is strongly preferred; proficiency in Hmong is a significant asset. Deep commitment to educational equity, culturally responsive pedagogy, and HOPE''s mission and strategic priorities. Excellent organizational skills and ability to manage a complex, multi-teacher coaching caseload across a secondary schedule with consistency and follow-through. Hope Community Academy is an equal opportunity employer committed to creating a diverse and inclusive workplace. All qualified applicants will receive consideration without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status. This job description does not create an employment contract and does not alter the "at will" employment relationship. HOPE Community Academy reserves the right to assign or reassign duties at any time. Hope Community Academy (District) uses the applicant tracking system from Frontline Education to manage employment applications online