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Exciting opportunity for Experienced CTU Teachers and Clinicians!

Many teachers and clinicians hired during 2020 or 2021 did not have the opportunity to complete their clinical training and/or experience teaching under normal circumstances due to the COVID-19 health pandemic. To support these new educators, the Illinois State Board of Education, along with the Illinois Education Association and Illinois Federation of Teachers, designed a program that provides new teachers both a Virtual Instructional Coach and an In-Building Mentor.

As a local of the Illinois Federation of Teachers, the Chicago Teachers Union (CTU) will lead this effort for the Chicago Public Schools’ new educators, with an emphasis on supporting early career teachers and clinicians of color. The 84% of Chicago Public Schools students who are Black and Brown often attend schools where teachers of color and clinicians are under-represented on the staff. These same schools lack the necessary resources for success. Chicago Teachers Union members, even prior to the COVID-19 health pandemic, have been expected to help students learn through and recover from challenges of poverty, learning loss, trauma, and social emotional tolls. New teachers and clinicians need more support than ever before. The Chicago Teachers Union is currently recruiting Virtual Instructional Coaches to guide them on this new journey. Once new educators have joined the program, In-Building Mentors from their schools will be recruited as well.

Virtual Instructional Coach

Position Summary

The Virtual Instructional Coach (VIC) will be financially compensated for supporting new educators as they begin their CPS careers working with Chicago’s students, many of whom are Black or Brown, living in poverty, and experiencing trauma. The VIC is a leader and champion against racism and possesses an understanding of the concepts of institutional and structural racism, bias, culturally responsive teaching, and trauma responsive pedagogy, as well as their impact on underserved and underrepresented students and communities.

The VIC’s strong knowledge of instructional practice and ability to coach adults virtually will be advantageous as the new educator also manages the social-emotional tolls and other challenging circumstances facing their students. The VIC’s commitment to building relationships on trust, exceptional practice, and equitable student learning are central to mentoring that supports their passion about the instructional development of new educators.

Essential Duties and Responsibilities

As a leading member of the new educator support team, the VIC has several specific responsibilities including, but not limited to, the following:

Personal Support & Growth

  • Lead the actions taken to dismantle racism and bias in the educational system.
  • Coach new educators to be active listeners as they seek to navigate school culture and build professional relationships with school colleagues.
  • Build credibility with new educators by tailoring coaching to meet their individual needs.
  • Encourage new educators to establish and maintain a positive and safe professional learning environment for them and their students.
  • Build and maintain a relationship built on mutual respect, trust, regular communication and confidentiality with new educators.
  • Encourage and inspire new educators to improve their instructional practice.

Instruction

  • Provide virtual instructional coaching to new educators one-on-one and in small groups.
  • Identify and support new educators in implementing strategies that offset the many challenges of the CPS student population as well as the particular needs of special education students and English learners.
  • Support new educators in proactively seeking understanding of the neuroscience of trauma and its impacts on students and communities and in identifying and implementing effective trauma-responsive and social-emotional learning strategies.
  • Identify effective instructional strategies for new educators to implement, including culturally responsive pedagogy, adopting a growth mindset, differentiated instruction, and equity-based instructional strategies.
  • Support new educators to implement diverse and responsible classroom management and relationship-building strategies to create positive learning environments for every student.
  • Engage new educators in robust problems of practice, such as how to measure effectiveness using student work, the world around them, and classroom artifacts.

Instructional Technologies

  • Lead synchronous and asynchronous coaching sessions for new educators virtually, one-on-one and in small groups.
  • Track and manage coaching sessions using the Teach Forward virtual coaching platform and other instructional technologies, including data collection for program evaluation purposes.

Professional Learning and Administration

  • Complete three Charlotte Danielson professional learning modules on the Teachforward platform. Upon completion VICs will receive $300.00 and up to 12 PD hours for license renewal, as each module is three to four hours.
  • Dedicate up to five hours per week (on average) over the school year to virtually supporting from three to five educators instructionally.
  • Attend professional learning sessions for Virtual Instructional Coaches as well as proactively seeking out resources to strengthen coaching abilities.
  • Collaborate with school and district leaders and In-Building Mentors (just-in-time mentors who guide the professional practice, provide orientation to the school and community, and give social and emotional support) to productively address challenges and effectively support new educators.
  • Report to the Chicago Teachers Union Administrator of New Teacher Development.

Experience and Education

The Virtual Instructional Coach must be a licensed educator in the State of Illinois, with at least five years experience. Preference will be given to educators within the Chicago Public Schools district.

Skills and Abilities

  • Highly developed presentation, communication and interpersonal relationship skills that allow for effective communication with new educators and others in the program.
  • Demonstrated leadership skills and action oriented in the fight to dismantle institutional and structural racism, including culturally responsive teaching and trauma responsive pedagogy impacting underserved and underrepresented students and communities.
  • Emotional maturity, integrity, trustworthiness, professionalism, self-confidence, common sense, judgment, creativity, discretion, decisiveness, diplomacy, tact, resiliency, adaptability, courage of convictions and tolerance for ambiguity.
  • Competent in the use of a variety of technologies including Microsoft Office Suite, video communications and webinar tools, mobile/electronic devices, and any other applicable systems, instructional technologies, and databases.
  • Demonstrated skills suggesting success in the coaching of adults.
  • Demonstrated ability to lead and motivate others virtually.
  • Positive growth-mindset and equity viewpoint.
  • Champions for new educators and the teaching profession.

Compensation

Virtual Instructional Coaches will be compensated based on the number of overall new educators. The annual stipend ranges from $5,400 to $6,300.00, depending on the number of new educators. VIC’s will also be compensated $300 for the required professional learning sessions and will be eligible for ten (10) professional development clock hours per semester.

For Consideration

By July 16, 2021 please complete the application form and send CV or résumé and references to mentoringprogram@ctulocal1.org. No phone calls, no faxes please. M/F/D/V/SO/GI. All are encouraged to apply.