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Learning Coach Jobs in Wisconsin (NOW HIRING)

Wisconsin

Learning Support Specialist

Madison, WI · On-site

$80K/yr

Learning Center Specialist Job Summary: The Learning Support Specialist position in the School of ... Experience with academic advising, educational coaching, or counseling in higher education

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How much do learning coach jobs pay per hour?

As of Jul 28, 2026, the average hourly pay for learning coach in Wisconsin is $22.99, according to ZipRecruiter salary data. Most workers in this role earn between $19.42 and $25.24 per hour, depending on experience, location, and employer.

What qualifications do you need to be an instructional coach?

To become an instructional coach, candidates typically need a bachelor's degree in education or a related field, along with teaching certification and several years of teaching experience. Many roles also prefer a master's degree in education or a related area, as well as strong communication, leadership, and coaching skills.

Can I be a coach with no experience?

Learning Coach roles typically require some background in education, mentoring, or related skills, but formal experience is not always mandatory. Many programs provide training and certification to help new coaches develop necessary skills and tools. Having strong communication and a willingness to learn can be valuable assets for starting as a Learning Coach with little or no prior experience.

What is a Learning Coach?

A Learning Coach is an individual who provides support, guidance, and motivation to students as they navigate their educational journey. Learning Coaches often help with goal setting, time management, and study skills, working closely with students to identify and overcome learning obstacles. They can work in various settings, including online schools, tutoring centers, or private practice, and may collaborate with teachers and parents to ensure student success. Learning Coaches play a key role in fostering independence and confidence in learners.

What Is a Learning Coach?

A learning coach assists students enrolled in an online education program. Their role is not necessarily teaching, but rather coaching the students on how to get the most from their online education. As a learning coach, your job duties include assisting with daily lessons, monitoring how well the student comprehends the curriculum, and coordinating with the online instructional staff. The amount of time you spend with a student varies depending on whether they are learning an elementary, middle or high school level curriculum.

What is the difference between Learning Coach vs Tutor?

AspectLearning CoachTutor
CredentialsTypically requires a bachelor's degree; certifications in education or coaching are a plusOften requires a bachelor's degree; certifications vary by subject
Work EnvironmentOnline or in-person, supporting student development and motivationUsually one-on-one or small group instruction, often subject-specific
Employer & Industry UsageUsed in schools, online education platforms, and homeschooling supportCommon in tutoring centers, private tutoring, and academic support services

Learning Coaches focus on guiding students through learning strategies, motivation, and overall academic growth, often in a broader developmental role. Tutors primarily provide subject-specific instruction to improve skills and understanding. While both roles support student success, Learning Coaches tend to have a more holistic approach, whereas Tutors focus on specific content mastery.

What does a learning coach do?

A learning coach supports students by helping them develop study skills, set goals, and stay motivated. They often provide guidance through one-on-one sessions, use educational tools, and may work in schools or online environments to enhance learning outcomes.

What are the key skills and qualifications needed to thrive as a Learning Coach, and why are they important?

To thrive as a Learning Coach, you need a solid background in education, instructional strategies, and learner assessment, often supported by a teaching degree or relevant certification. Familiarity with learning management systems (LMS), digital collaboration tools, and educational software is typically required. Exceptional communication, active listening, and motivational skills help build trust and encourage student growth. These skills are crucial for guiding learners effectively, personalizing support, and fostering a positive, productive learning environment.

Do learning coaches get paid?

Learning coaches are typically paid employees who earn a salary or hourly wage for their work. Compensation varies depending on the employer, location, and experience, and may include benefits such as training and professional development. They often work in educational or training environments, utilizing skills in communication and mentorship.

How does a Learning Coach typically support students' progress and motivation throughout a course?

A Learning Coach plays a key role in guiding students by providing personalized feedback, helping them set achievable goals, and regularly checking in on their progress. This support often involves one-on-one meetings, tracking academic milestones, and identifying any obstacles students may face. Learning Coaches also collaborate with teachers and parents to develop strategies that keep students engaged and motivated, ensuring that each learner receives the encouragement and resources they need to succeed.
More about Learning Coach jobs
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What job categories do people searching Learning Coach jobs in Wisconsin look for? The top searched job categories for Learning Coach jobs in Wisconsin are:
What are popular job titles related to Learning Coach jobs in WI? For Learning Coach jobs in WI, the most frequently searched job titles are:
Learning Coach jobs near you
Infographic showing various Learning Coach job openings in Wisconsin as of July 2026, with employment types broken down into 45% Full Time, 53% Part Time, and 2% Contract. Highlights an 97% Physical, 1% Hybrid, and 2% Remote job distribution, with an average salary of $47,817 per year, or $23 per hour.
Instructional Coach

Instructional Coach

Sun Prairie Area School District

Sun Prairie, WI

Other

Posted 19 days ago

Sun Prairie Area School District rating

7.1

Company rating: 7.1 out of 10

Based on 5 frontline employees who took The Breakroom Quiz

251st of 617 rated elementary and secondary schools

Job description

STARTING WAGE: $10,583.60+ annually(based on experience)
This position is part time 0.2 FTE (8 hours/week).


Our Mission: Futures depend on us to inspire and prepare every child, every day, by providing relevant,  engaging, and innovative learning experiences in and out of the classroom.
SUMMARY
Our Vision: To be a high performing district of choice that reflects the cultures of our diverse community.  To realize this vision, all instructional coaches support professional educators to implement the Sun Prairie Area School District's Instructional Framework in order to ensure coherent instructional programs and high levels of student achievement for all students.
ESSENTIAL SKILLS, DUTIES, AND RESPONSIBILITIES include the following. Other duties may be assigned.
  1. Coaches the Educational Environment
 
  1. Coaches others to create conditions so that students can acquire habits, skills, and attributes regarding their emotional development, self-concept, and social competence. This includes opportunities to access high quality social-emotional learning (SEL) instruction, evidence-based educator practices, and the integration of social-emotional competencies into the learning environments.
  2. Coaches others to establish student/educator relationships as a partnership. Sun Prairie learning environments will be places where emotional connection and trust are the foundations for educators to provide both strong relationships and expect high standards. Coaches support educators to support each student's feelings of belonging and value in their learning community. Students are learning partners with one another within their classroom communities.
  3. Develops a sense of school connectedness and belonging through the development of genuine caring, nurturing, and supportive relationships between and among students and educators so that students have a positive experience at school.
  4. Utilizes restorative practices to emphasize community-building and the development of belonging and acceptance as a means to establish positive relationships and connection. When harm occurs between individuals and/or to the community, there is a focus on repairing the relationship in order to restore a healthy sense of community.
 
  1. Coaches Educational Experiences
 
  1. Coaches educators to create conditions where educators and students combine knowledge of learner interests, learner development, and academic and social-emotional learning standards (SEL) to provide challenging, aligned, and enduring learning experiences. Coaches educators to adapt and supplement curriculum as needed.
  2. Analyzes and leverages student data to determine coaching cycles.  Coaches others to analyze and leverage student data when supplementary learning opportunities are needed in order to ensure learning of essential standards.
  3. Coaches others to provide students with assessment opportunities to demonstrate competency and proficiency of essential standards. Competency is defined by student understanding, and proficiency is defined by a student's ability to apply their learning to unique or authentic problems.
  4. Coaches others to provide opportunities for students to demonstrate understanding of standards in multiple formats and media. Tasks and assessments contain developmentally appropriate and increasingly expansive opportunities for students to use spoken word, writing, composition, demonstration or other forms of expression to communicate understanding and create meaning.
  5. Coaches provide feedback that is prompt, aligned to school goals and promotes educators' self reflection.  Coach also supports educators to provide students' feedback that is prompt, aligned to learning targets, and promotes students' self-reflection.
  6. Coaches support others to allow students to have real, significant, and authentic choices about their learning, and the strategies and approaches they will use to meet learning objectives. Students may align choices to their areas of interest. Students are able to communicate their learning goals and then set, plan and achieve those goals with guidance and feedback from educators that validates and affirms their learning.
 
  1. Coaches Equity
 
  1. Coaches support educators to utilize a student-centered approach to teaching by which students' unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being and belonging. Coaches must know and support educators' understanding that we live in a diverse society with disparate outcomes based on race, ability, class, sexual orientation, gender identity, and language. Coaches must recognize their own cultural lens and support staff in recognizing their own cultural lens on interpreting and evaluating students. Coaches support educators to promote effective learning by responding to students' displays of culture with teaching moves that connect students' prior knowledge with new concepts.
  2. Coaches work collaboratively to analyze data, design and engage in professional growth, and implement action plans that shift the culture of the district/school to embrace system-wide equity transformation and support educators to do so as well. Inequitable systems must be dismantled through a dynamic process that removes systemic barriers that inhibit the learning of all historically marginalized students.
  3. Coaches lead by example and support educators in believing students must be recognized for their individuality. Diverse learners include students of all abilities and all identities. Coaches support educators to foster students' success by building on their individual strengths and through the removal of barriers to their learning.  All students must see themselves within the curriculum and learning experiences. All educators must see the multiple dimensions of each learner.
 
  1. Professional Responsibilities - As an Instructional Coach, you are an equitable practitioner who will play a vital role in supporting educators to enhance their instructional practices and improve student outcomes. Utilizing the Coaching Competencies outlined by the Wisconsin Department of Public Instruction, you will collaborate with educators to provide targeted coaching, professional development, and ongoing support to help each educator to reach their full potential in the classroom in order to ensure student learning is engaging, relevant and innovative.
 
  1. Coach educators while utilizing an equity mindset by; understanding both the historical and modern context of dominant and oppressed cultures; analyzing oppressive beliefs and feelings within oneself; notices, disrupts, and dismantles deficit thinking and biases in others that uphold oppression; and examining and challenging oppressive policies and practices within systems. 
  2. Collaborate with site and district leadership, instructional teams, and other stakeholders to address systemic challenges and implement school-wide initiatives.
  3. Develop an environment where coaching thrives by fostering vulnerability and collaboration through building relationships and trust. 
  4. Effectively communicate with stakeholders in multiple contexts
  5. Partner with administrators to conduct needs assessments to identify areas for professional growth and development among educators.
  6. Design and deliver targeted professional learning opportunities, workshops, and coaching sessions to address identified needs
  7. Possess knowledge and application of a range of coaching approaches and the innovation or practice on which they coach
  8. Facilitate coaching conversations using a coaching cycle that promotes reflection, challenges assumptions, and pushes for instructional growth.
  9. Facilitate change by analyzing data and systems for the conditions of change; supporting educators to develop action plans and goals that include evidence based, high quality educational practices implemented with fidelity; generating productive conflict; and expecting, attending to, and mitigating resistance to change.
  10. Promoting reflective practices by engaging in professional learning, developing emotional intelligence, and seeking and applying feedback for self-improvement
  11. Other duties as assigned
EDUCATION and/or EXPERIENCE:
Bachelor's Degree in Education or a core subject area with course work that leads to licensure in the  content area at an appropriate age level.
PHYSICAL ATTRIBUTES:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. 
Regularly required to  sit, stand (for prolonged time frames up to 6-8 hours), walk, talk, hear, operate a computer, hand-held  learning devices, and other office equipment, reach with hands and arms, and must occasionally lift and/or  move up to 10 pounds.
CERTIFICATES, LICENSES:
Must possess and maintain or be eligible to hold a current Wisconsin Department of Public Instruction  license at the level and the content they are teaching.
PHYSICAL REQUIREMENTS:
Shall complete a physical examination as required by Wisconsin Statute 118.25. All requirements are  subject to possible modification to reasonably accommodate individuals with a disability.
Collaborative Source: New Teacher Center, Optimal Learning Environment




















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