Academic Acceleration and School Improvement Supervisor

About the role

Gestalt Community Schools operates a system of K–12 college-preparatory charter schools in targeted Tennessee communities, integrating education and community leadership to accelerate student achievement and neighborhood revitalization. The Academic Acceleration and School Improvement Supervisor is a school-based leadership role that partners with the School Leader to implement, monitor, and continuously improve instructional systems aligned with school turnaround efforts. This position provides differentiated coaching, professional learning, and instructional leadership to teachers, Deans of Instruction, and Instructional Coaches across Literacy, Numeracy, and Response to Intervention (RTI). The role is grant-funded through June 30, 2027.

Responsibilities

• Serve as the School Leader’s strategic partner in planning, implementing, and monitoring the School Improvement Plan and turnaround priorities.
• Lead the implementation of academic acceleration initiatives in Literacy, Numeracy, and RTI as directed by school and network leadership.
• Provide differentiated coaching and support to teachers, Deans of Instruction, and Instructional Coaches based on instructional effectiveness, student performance data, and identified professional learning needs.
• Support the implementation of the GCS GLOE, Curriculum Frameworks, Tennessee Academic Standards, and evidence-based instructional practices through professional learning, coaching cycles, and observational feedback.
• Develop and facilitate high-quality Professional Learning Communities (PLCs), instructional planning sessions, data meetings, and professional development aligned to school improvement priorities.
• Collaborate with school leadership to establish measurable academic goals, monitor progress toward key performance indicators, and implement continuous improvement cycles.
• Lead analysis of formative, benchmark, and summative assessment data to identify instructional trends, prioritize acceleration strategies, and monitor intervention effectiveness.
• Support the implementation and continuous improvement of Multi-Tiered Systems of Support (MTSS) and RTI frameworks, ensuring equitable access to targeted interventions and enrichment opportunities.
• Conduct regular classroom observations, learning walks, instructional audits, and data reviews to assess instructional quality and provide actionable feedback.
• Build the leadership capacity of instructional leaders through coaching, mentoring, calibration, and collaborative planning.
• Support school-wide implementation of instructional technology, digital learning platforms, and data management systems that enhance teaching and learning.
• Coordinate and facilitate school and network professional development focused on high-impact instructional practices, acceleration strategies, intervention programming, and leadership development.
• Partner with the School Leader to ensure instructional decisions, resource allocation, and professional learning are aligned to turnaround goals and scholar achievement priorities.
• Monitor fidelity of curriculum implementation, intervention programs, and instructional expectations while recommending adjustments based on student outcomes.
• Foster a collaborative culture of continuous improvement, reflective practice, and shared accountability among instructional staff.
• Support all facets of the cultural and operational expectations as outlined by Gestalt Community Schools.

Requirements

• Tennessee Teaching and/or Administrator License (Required)
• Master’s Degree in Education, Educational Leadership, Curriculum & Instruction, or related field preferred
• Minimum of five (5) years of successful teaching experience with demonstrated Level 4–5 effectiveness and documented success in accelerating student achievement and closing academic gaps
• Minimum of three (3) years of instructional coaching, school leadership, dean, or comparable leadership experience preferred
• Demonstrated success leading school improvement, academic turnaround, or continuous improvement initiatives
• Extensive knowledge of evidence-based instructional practices in Literacy, Mathematics, and RTI/MTSS
• Experience coaching teachers, instructional leaders, and adult learners using differentiated coaching models and adult learning theory
• Strong ability to analyze multiple sources of student achievement data to inform instructional decisions and monitor progress toward school improvement goals
• Experience developing and facilitating high-quality professional learning for teachers and school leaders
• Ability to manage multiple initiatives simultaneously while meeting deadlines in a fast-paced environment
• Strong leadership, organizational, problem-solving, and project management skills
• Working knowledge of and commitment to the GCS GLOE, Curriculum Frameworks, Tennessee Academic Standards, and ACT College Readiness Standards
• Demonstrated ability to lead collaborative teams and influence instructional improvement without direct authority
• Effective written, verbal, and presentation communication skills
• Proficiency with Google Workspace, instructional technology platforms, student information systems, assessment platforms (SchoolNet), learning management systems (Schoology), and data analysis tools