Exciting opportunity for Experienced Classroom Teachers!

The State of Illinois estimates that at least 4,000 new K-12 teachers will be hired to fill vacancies for the 2020-21 school year. Many of these teachers did not have the chance to complete their clinical training because of the COVID-19 health pandemic. To support these new teachers, the Illinois State Board of Education engaged the Illinois Education Association and Illinois Federation of Teachers to design a program that will offer every participating district’s new teachers support from the beginning of their career and beyond including the creation of a Virtual Instructional Coach.

As a local of the Illinois Federation of Teachers, the Chicago Teachers Union (CTU) will lead this effort for the Chicago Public Schools’ new teachers. The 84% of Chicago Public Schools students who are Black and Brown mostly attend schools that lack the necessary resources for success compared to those of neighboring districts. 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 and now those challenges increase as this health pandemic continues. New teachers need more support than ever before and the Chicago Teachers Union proudly seeks a Virtual Instructional Coach to guide them on this new journey.

Virtual Instructional Coach

Position Summary

The Virtual Instructional Coach (VIC) will support new teachers as they begin their careers working with students in the Chicago Public School District, many who are Black and Brown living in poverty and who suffer from trauma beyond the current health pandemic. The VIC is a leader and champion against racism and possess an understanding of the concepts of institutional and structural racism, bias, and culturally responsive teaching and trauma responsive pedagogy and their impact on underserved and underrepresented students and communities in which these schools are located. A successful VIC, of diverse experience and educational backgrounds, will help new teachers develop strategies to help students recover from the learning loss of at least one quarter of remote learning and gain the flexibility to be prepared for intermittent transitions between remote and in-person instruction as the school year progresses. The VIC’s strong knowledge of instructional practice and ability to coach adults virtually will be advantageous as the new teacher also manages the social emotional tolls and other challenging circumstances facing their students. The VIC’s commitment to building relationships on trust, exceptional teacher practice and equitable student learning are central to their mentoring technique supporting their passion about the instructional development of new teachers.

Essential Duties and Responsibilities

The Virtual Instructional Coach with their proven record of highly effective teaching and experience in specific instructional content areas, frameworks and pedagogy, including the Danielson Framework for Teaching, culturally responsive pedagogy, project-based learning and online instruction will serve as champions for new teachers and the teaching profession. As an essential member of the new teacher 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 teachers to be active listeners as they seek to navigate school culture and build professional relationships with school colleagues.
  • Build credibility with new teachers by tailoring coaching to meet their individual needs.
  • Encourage new teachers to own the responsibility 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 teachers.
  • Encourage and inspire new teachers to improve their instructional practice.


  • Provide virtual instructional coaching to new teachers one-on-one and in small groups.
  • Identify and support new teachers in implementing strategies that also support the many challenges of the Chicago public school student population as well as the needs of special needs students and bilingual and English learners.
  • Support new teachers 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 teachers to implement in their classrooms, including culturally responsive pedagogy, adopting a growth mindset, differentiated instruction, and equity-based instructional strategies.
  • Support new teachers to implement diverse and responsible classroom management and relationship building strategies to create positive learning environments for every student.
  • Engage new teachers in robust problems of practice, such as how to measure effectiveness using student work, the world around them, and other classroom artifacts.

Instructional Technologies

  • Support new teachers in identifying and utilizing best practices in remote learning while working with the very diverse Chicago public school student population.
  • Access, utilize and develop virtual instructions resources.
  • Lead synchronous and asynchronous coaching sessions for new teachers virtually, one-on-one and in small groups.
  • Track and manage coaching sessions using virtual coaching platform and other instructional technologies, including data collection and for program evaluation purposes.

Professional Learning and Administration

  • Complete professional learning and dedicate up to five (5) hours per week (on average) over a 36-week school year to virtually supporting from two (2) to five (5) teachers instructionally.
  • Attend professional learning sessions for virtual instructional coaches as well as proactively seek out resources to strengthen coaching abilities.
  • Collaborate with school and district leaders and in-building mentors (just-in-time mentors who guide new teachers’ professional practice, orient new teachers to the school and community, and provide social and emotional support to new teachers) to productively address new teacher challenges and effectively support new teachers.
  • Report to the Chicago Teachers Administrator of New Teacher Development.

Experience and Education

The Virtual Instructional Coach must be a licensed teacher in the State of Illinois with experience with teaching remotely. Preference will be given to teachers who teach within the Chicago Public Schools district.

Skills and Abilities

  • Highly developed presentation, communication and interpersonal relationship skills that allow for effective communication with new teachers and others in the program.
  • Demonstrated leadership skills and action oriented in the fight to dismantle institutional and structural racism, bias, and culturally responsive teaching and trauma responsive pedagogy and their impact on underserved and underrepresented students and communities in which these schools are located.
  • Will exhibit qualities of 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.
  • Demonstrate skills suggesting success in the coaching of adults, and/or attended a substantive coaching training.
  • Demonstrate an ability to lead and motivate others virtually.
  • Bring positive growth-mindset and equity viewpoint.
  • Serve as champions for new teachers and the teaching profession.


Virtual Instructional Coaches will be compensated based on the number of overall new teachers. The annual stipend would range from $4500 to $6300 depending on the number of new teachers. 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 January 8, 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.