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New Teacher Coach Jobs (NOW HIRING)

New Opportunities, Inc.

Lead Teacher - Coach

Sac City, IA · On-site

$14.25 - $19/hr

Previous teaching experience required Key Attributes: * Strong leadership and coaching abilities * Effective communication and interpersonal skills * Ability to create a nurturing, fun, and ...

My Gym - Lafayette

Lead Teacher/Coach

Lafayette, IN · On-site

$10 - $13/hr

A positive, coachable attitude: There are no egos at My Gym. * Ambition: There is a lot of room to ... Before you know it, you'll be training new teachers! * The availability to work weekends * Clean ...

Denver Public Schools

TLC NEW TEACHER AMBASSADOR

Denver, CO · On-site

$51K - $62K/yr

The Elementary TLC New Teacher Ambassador is a teacher who, as a member of the Instructional ... Leads and develops a team of teachers through coaching, observation and feedback, professional ...

My Gym

Lead Teacher/Coach

Lafayette, IN · On-site

$10 - $13/hr

A positive, coachable attitude: There are no egos at My Gym. * Ambition: There is a lot of room to ... Before you know it, you'll be training new teachers! * The availability to work weekends * Clean ...

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All JobsNew Teacher Coach Jobs

New Teacher Coach information

What is the difference between New Teacher Coach vs Mentor Teacher?

AspectNew Teacher CoachMentor Teacher
CredentialsTypically requires teaching certification and coaching experienceUsually experienced teachers with mentorship training
Work EnvironmentWorks with new teachers across schools or districts, often in a coaching or professional development roleMentors are usually assigned within the same school to support colleagues
Employer & Industry UsageCommonly employed by school districts or educational organizations for new teacher supportUsed within schools to support peer development and retention
Search & Comparison IntentOften searched by those seeking coaching roles or professional development positionsOften searched by teachers looking for mentorship opportunities or experienced teachers offering guidance

The main difference is that a New Teacher Coach typically works across multiple schools or districts providing structured coaching to new teachers, while a Mentor Teacher usually supports colleagues within the same school. Both roles aim to improve teaching quality but differ in scope and setting.

More about New Teacher Coach jobs
What cities are hiring for New Teacher Coach jobs? Cities with the most New Teacher Coach job openings:
What states have the most New Teacher Coach jobs? States with the most job openings for New Teacher Coach jobs include:
What job categories do people searching New Teacher Coach jobs look for? The top searched job categories for New Teacher Coach jobs are:
New Teacher Coach jobs near you
Infographic showing various New Teacher Coach job openings in the United States as of July 2026, with employment types broken down into 36% Full Time, 63% Part Time, and 1% Contract. Highlights an 97% Physical, 1% Hybrid, and 2% Remote job distribution.

New Teacher Support Coach

University of North Carolina at Charlotte

Charlotte, NC • On-site

$57K - $60K/yr

Full-time

Posted 6 days ago

The University Of North Carolina At Charlotte rating

6.6

Company rating: 6.6 out of 10

Based on 5 frontline employees who took The Breakroom Quiz

496th of 614 rated colleges and universities

Job description

Position Information
General Information
Position Number
000841
Vacancy Open to
All Candidates
Working Title
New Teacher Support Coach
Position Designation
EHRA Non-Faculty
Employment Type
Time Limited - Full-time
Months per Year
10
Work Schedule
Monday - Friday, 8:00 am - 5:00 pm
Hours per week
40
FLSA Status
Exempt
Division
Academic Affairs
Department
College of Education (Col)
Work Location
Mebane Hall/Hybrid
Salary Range
$57,000 - $60,255
Primary Purpose of Department
The College of Education is a national leader in educational excellence and engagement. We are committed to preparing teachers, counselors, and school leaders who will provide all youth with access to the highest quality education possible and to meet the needs of all students, regardless of their backgrounds. Our graduates have shown the ability to be successful in all varieties of school and community environments, even the most challenging. Indeed, many seek out high-need contexts where they can make the biggest difference.
Primary Purpose of Position
  • Manage a cohort of teachers to establish an ambitious and inspiring vision and goals
  • Observe classroom practice and gather data; quickly assess strengths/weaknesses and use observation/data gathering to tailor support to teachers
  • Assist new teachers in gathering and analyzing data (quantitative and qualitative) to reflect on students' performance and their practice
  • Design and facilitate large and small group professional development sessions (face-to-face and online)
  • Provide a variety of solutions to help teachers improve their practice and therefore student achievement (modeling, co-teaching, providing human/other resources, etc.)
  • Serve as a thought-partner to new teachers on addressing school-based challenges; possibly connecting with mentor/administration
  • Support new teachers in planning, instruction, and assessment through instructional coaching

Summary of Position Responsibilities
  • Build a positive culture within a network of teachers in their region
  • Develop knowledge of regional and LEA resources along with the university-school partnerships
  • Implement structures to facilitate networking among new teachers
  • Collaborate with LEA personnel
  • Connect with other coaches; participate in professional development for coaches to improve practice
  • Provide three core services to new teachers: Institute, professional development, and instructional coaching
  • Coach using a coaching framework and provide specific feedback for growth

Minimum Education/Experience
  • Master's degree
  • Current NC teaching license
  • Minimum of five years of teaching experience leading groups of students to achieve ambitious outcomes.

Preferred Education, Knowledge, Skills and Experience
  • A strong record of measurable results as a classroom teacher in a low-performing school
  • A strong record of leading adult professional development (e.g., as a workshop facilitator, mentor teacher, etc.)
  • Instructional Coaching/Facilitator experience
  • Collaborate in a professional environment
  • Collect and analyze data as well as implement related strategies
  • Model research-based best practices
  • A passion for teaching and for education, and a belief that this program, the new teachers, and students will be highly successful
  • Identify practical, research-based resources (electronic, paper-based, human) to assist teachers in meeting their goals
  • Have crucial conversations with teachers about maintaining high expectations for students
  • Question in a way that promotes reflective practice
  • Understand and work with diverse populations
  • Strong oral and written communication, organization, time management, and advanced technology skills
  • Knowledge of NCSCOS, Common Core, and Essential Standards
  • Knowledge of new North Carolina Induction Program and Mentor Standards
  • Knowledge of pedagogy and adult learning theory
  • Evidence of strong technology use
  • Effective communication skills to interact with a variety of stakeholders
  • Approachable, personable, and empathetic
  • Influencing and motivating others
  • A good listener
  • A reflective practitioner
  • Outcomes-oriented
  • Willing to travel weekly and to work some weekends and evenings

Necessary Certifications/Licenses
Master's degree and current NC teaching license.
Preferred Certifications/Licenses
Special Notes to Applicants
  • Position Type: Hybrid (Remote with required on-campus and regional travel)
  • Location Requirement: Candidates must reside within 100 miles of campus. While this is primarily a remote role, it requires regular on-campus meetings (typically monthly) and frequent regional travel.
  • Travel & Regional Responsibilities: The incumbent will be responsible for traveling to support Beginning Teachers (BTs) across their assigned caseload. The primary service area includes the Southwest Region of North Carolina, and coverage areas may shift annually based on partner school district contracts.
  • Frequent travel should be expected within the following counties and school districts (including, but not limited to): Mecklenburg, Cabarrus, Montgomery, and Union counties. City/local school districts such as Kannapolis, Mooresville, Lincolnton, and Denver. Note: All counties in the NC Southwest Region are subject to support based on evolving contract needs.
  • The finalist will be subject to a Criminal Background Check and/or a Motor Vehicle Report
  • The Search Committee will not contact references without first verifying permission with the finalist.
  • Please ensure your resume reflects the knowledge, skills, abilities, and experiences to support your answers to the supplemental questions.
  • UNC Charlotte Benefits Information: https://hr.charlotte.edu/benefits/benefits-overview/

Posting Open Date
07/30/2026
Posting Close Date
08/14/2026
Open Until Filled
No
Proposed Hire Date
09/01/2026
If time-limited please indicate appointment end date
06/30/2027
Contact Information

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