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Director Rising Academy Network Jobs in Illinois

ACCEL Schools

Director of Academics

Riverside, IL

$60K - $70K/yr

About the Team ACCEL Schools is seeking a highly motivated Director of Academics at Riverside ... Riverside Academy is part of ACCEL Schools, an established network of public charter schools ...

ACCEL Schools

Director of Academics

Riverside, IL · On-site

$60K - $70K/yr

About the Team ACCEL Schools is seeking a highly motivated Director of Academics at Riverside ... Riverside Academy is part of ACCEL Schools, an established network of public charter schools ...

Publicis Groupe Holdings B.V

Account Director

Chicago, IL · On-site

$97K - $139K/yr

... network with the innovation of Publicis Worldwide. Leo is HI x AI: Human Insight, Human Ideas ... You'll guide integrated teams across disciplines, mentor rising talent and ensure work is delivered ...

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Director Rising Academy Network information

What is the difference between Director Rising Academy Network vs Education Program Manager?

AspectDirector Rising Academy NetworkEducation Program Manager
Required CredentialsBachelor's degree, experience in education leadershipBachelor's or master's in education or related field, project management experience
Work EnvironmentNonprofit or educational organization, strategic planning focusSchool or educational program setting, operational management
Employer & Industry UsageUsed in nonprofit education networks, educational consortiaCommon in schools, district offices, educational organizations
Comparison Search IntentUnderstanding leadership roles in education networksManaging educational programs and initiatives

The main difference is that the Director Rising Academy Network typically oversees strategic initiatives within a network of schools or educational organizations, focusing on leadership and policy. In contrast, an Education Program Manager handles the day-to-day management of specific educational programs, ensuring their successful implementation. Both roles require relevant education credentials but differ in scope and responsibilities.

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Director Rising Academy Network jobs near you

Network Instructional Coach (Middle School Network)

Elgin, IL • On-site

Illinois School District U-46
1 - 5K employees
Learn more about Illinois School District U-46external

Full-time

Re-posted 17 days ago

Job description

Position Type:
Professional Growth/Network Coach
Date Posted:
7/21/2026
Location:
Professional Growth
Date Available:
08/24/2026
Closing Date:
06/01/2027
Position / Title: Network Instructional Coach
Bargaining Unit: ETA
Department/Location: Office of the Assistant Superintendent of Teaching and Learning / Professional Growth
Calendar Days: 184
Reports To: Director of Professional Learning
JD Revision Date: 03/4/2025
Supervises: N/A
Function / Position Summary
The Network Instructional Coach will provide professional learning in the areas of rigor, equity, and academic teaming to teachers in an assigned network. The primary goal of this position is to lead and support educators to develop every student's capacity to take on greater responsibilities for their own learning and function at the highest learning levels possible. The Network Instructional Coach will support classroom-based demonstrations, grade level, vertical, and department team articulation and engage in one-on-one coaching cycles to facilitate teacher inquiry and related job-embedded professional learning to meet this goal. This is not a supervisory position and does not include evaluation of colleagues. The responsibilities and goals of this position will be reviewed on an annual basis and updated to continue to align to the strategic plan and growth needs of students at the site and across the system.
Job Duties / Responsibilities
  • Provide individualized and classroom-based support to educators in implementing instructional strategies in alignment with the Danielson framework, U-46 Rising, and the Instructional Clarity Framework.
  • Support assigned educators participating in the U-46 Onboarding program in completing coaching cycles in alignment with the identified coaching framework and TAP expectations.
  • Plan and facilitate session(s) during New Teacher Orientation (NTO) and NTO extension.
  • Support professional learning communities inclusive of teacher teams during and/or outside of the school day in alignment with the U-46 and school mission and vision.
  • Provide support for collaborative planning of rigor and equity related professional learning.
  • Become a subject-matter expert in Professional Learning Communities, Literacy, Numeracy, Academic Teaming, the School Instructional Maturity Model, Rigor and Equity, and the Continuous Improvement Cycle
  • Implement research-based model of school support that includes root cause analysis, strategic planning, and coaching to action
  • Participate fully in required professional learning/training, stay current with professional research and literacy publications, and attend job-related workshops and conferences.
  • Plan, coordinate, and implement professional learning activities as assigned and as needed (including sessions after school and during the summer as needed). Document and archive these activities into a knowledge database/library.
  • Communicate progress of implementation to internal and external stakeholders through multiple means of communication including written data reports, onsite and virtual discussions and presentations.
  • Lead, facilitate, and/or assist during professional development days, present workshops, and support Central Office-sponsored professional initiatives upon request.
  • Establish a cooperative working relationship with staff, principals, teachers, and central office departments.
  • Attend and actively participate in Community Practice Meetings and collaboration sessions with other instructional coaches and central office administrators
  • Serve as a peer consulting teacher if/when matched with a potential Participating Teacher to discuss the Peer Assistance Review (PAR) Program, to establish mutually agreed upon performance goals, to develop a Professional Development Plan (PDP), and to develop a process for the successful completion of the PAR program. The process will be confidential and non-evaluative.
  • As a potential Peer Consulting Teacher (PCT), conduct a minimum of 5 observations per semester of the Participating Teacher during classroom instruction and provide specific, immediate feedback after each visit, including maintaining a written log of contacts and specific support given to each Participating Teacher as well as monitoring progress and providing periodic written and/or oral reports to the Participating Teacher for discussion and review.
  • Participate in meetings and prepare and discuss reports to share with the PAR panel upon request.
  • Maintain and respect confidentiality.
  • Perform related duties as assigned by the Director of Professional Learning

Education
  • Illinois Professional Educator License (required) with reading endorsement (preferred)
  • Performance Evaluation Qualifications (Teacher) required
  • Bilingual Endorsement preferred
  • Master's Degree preferred; minimum of 3 years of successful teaching experience
  • Evidence of experience and leading colleagues in improving instructional practices
  • Have expertise in modeling, observing, and providing feedback about instruction for classroom teachers and building literacy coaches.
  • Have proven experience and training in best practice instruction for English Language Learners, gifted/talented students, and students at risk of school failure.

Experience / Knowledge
  • Demonstrate a willingness to work in a team that is collaborative, student-centered, and results-driven.
  • Demonstrate a strong knowledge in fundamental principles of teaching and learning.
  • Demonstrate in-depth knowledge of reading and writing processes, assessment and instruction at the elementary level.
  • Demonstrate outstanding communication, presentation and facilitation skills in English and Spanish (preferred).
  • Demonstrate knowledge of progress monitoring and analyzing formative and summative assessments.
  • Demonstrate computer literacy.
  • Demonstrate the ability to research online resources and to synthesize and present information from those resources to enrich teachers' instructional practices.
  • Demonstrate expertise in selecting and implementing instructional materials for students.
  • Demonstrate the ability to provide training for analyzing student work to modify and scaffold instruction in order to improve achievement.
  • Demonstrate strong organizational skills and efficiency in meeting deadlines.
  • Demonstrate professionalism by managing time effectively, working with different stakeholders (administrative staff, teachers, other coaches and students) and engaging in continuous learning.

Physical Demands
  • Ability to stand and/or sit for prolonged periods of time
  • Occasional physical exertions to manually move, lift, carry, pull, or push heavy objects or materials.

Terms of Employment
  • 7.5 hour day per The Elgin Agreement
  • Salary and benefits as established by the Board of Education
  • The starting salary for this role is $60,689.

Attachment(s):
  • ETA Benefit Sheet.pdf
  • ETA Salary Schedule 2026-2027.pdf

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