Primary Teaching and Learning Coordinator

Job Details
Job Location
Bruce Guadalupe Elementary - Milwaukee, WI
Position Type
Full Time
Education Level
4 Year Degree
Job Category
Education
Description
POSITION SUMMARY:
The Primary Teaching & Learning Coordinator is a key instructional leader responsible for designing, implementing, and continuously improving the district's K5-5th grade curriculum and instructional practices. This individual will lead the development and alignment of curriculum, ensure high-quality instructional delivery, coach instructional staff, support teacher professional development, and collaborate with school leaders to improve student achievement across all content areas. The Coordinator will also oversee compliance with all state instructional mandates, including Act 20.
UCC School Administrators are mission-driven, dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, data-driven, and committed to the academic and social-emotional development and excellence of all students.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
Curriculum Development & Instructional Leadership

• Coordinate the development, implementation, and continuous improvement of K-8 curriculum aligned to state standards and district goals.
• Ensure vertical and horizontal alignment of instructional content and learning progressions.
• Research and support the selection of high-quality, evidence-based instructional materials.
• Collaborate with school leadership to implement instructional programs that align with educational standards and promote student achievement.
• Oversee the implementation of effective instructional strategies and differentiated instruction to meet the needs of diverse learners.
• Conduct classroom observations, provide feedback, and facilitate professional development opportunities to enhance teaching practices.
• Foster a culture of high expectations and continuous improvement in teaching and learning.
• Guide the implementation of standards-aligned curriculum and evidence-based instructional practices across all grade levels.
• Ensure strong tiered systems of support (MTSS) for academic and behavioral needs.
• Provide oversight of professional learning communities (PLCs) focused on student outcomes, equity, data-driven decision making, and instructional practice.
• Conduct frequent classroom walkthroughs and formal evaluations to provide ongoing coaching and actionable feedback to all staff.

Data-Driven Leadership

• Analyze curriculum and instructional practices using assessment data to identify instructional needs and/or shifts to curriculum and instructional practices.
• Lead data-informed decision-making to monitor and support student achievement and instructional effectiveness.
• Analyze academic and behavioral data regularly to identify trends, gaps, and areas for improvement.
• Lead data-driven conversations during staff meetings, PLCs, and one-on-one coaching.
• Collaborate with instructional staff to develop goals and action plans based on formative and summative assessment results.
• Monitor student growth across subgroups and ensure equity in instructional practices and access to support services.
• Use data to evaluate the effectiveness of interventions and instructional programs
• Monitor academic intervention and instruction resource use to inform decision making.

Assessment, Data & Accountability

• Oversee the administration and use of formative, interim, and summative assessments across K-8
• Support teachers in interpreting assessment data to inform instruction and intervention.
• Collaborate with district and school leaders to develop systems for monitoring student progress and instructional impact.
• Serve as the District Assessment Coordinator, and oversee and ensure compliance with all K-8 local, state, and federal assessment requirements.

Early Literacy Compliance (Act 20)

• Ensure districtwide compliance with Wisconsin Act 20 early literacy requirements, including:
  • Oversight of required literacy screeners and progress monitoring
  • Documentation of reading improvement plans and parent notifications
  • Support for teacher training in evidence-based literacy instruction
• Serve as the liaison to DPI and other entities regarding literacy policy and reporting.

Collaboration & Leadership

• Act as a key instructional partner to school administrators, principals, instructional coaches, and content leaders in overseeing and leading excellence in teaching, learning, and assessment.
• Collaborate with school leadership and teachers on instructional decision making to ensure alignment and best practices across district.
• Coordinate efforts across departments (e.g., Special Education, Multilingual Learners, Technology) to ensure cohesive support for K-8 teaching and learning.
• Communicate curricular and instructional priorities clearly to all stakeholders.

Staff Coaching, Development, and Supervision

• Provide ongoing instructional coaching to teachers through modeling, co-planning, co-teaching, and feedback cycles.
• Direct supervision and evaluation of instructional coaches across the district to ensure an aligned coaching model of all staff.
• Facilitate professional learning communities and support teachers in using student data to guide instruction.
• Partner with principals and instructional leaders to build school-level capacity for effective instruction and coaching.
• Supervise and evaluate licensed and classified staff in accordance with district evaluation systems.
• Provide personalized coaching, mentoring, and professional development based on staff needs and goals.
• Proactively monitor and address staff performance and professional conduct by conducting regular observations, providing timely feedback, and implementing support or improvement plans as needed.
• Collaborate with Human Resources to ensure concerns with staff performance are properly documented and addressed in a timely and professional manner in accordance with agency policies and employment regulations.

Professional Development and Staff Support:

• Plan and outline a professional development and training program for all instructional staff that aligns with district and school goals for academic excellence and growth.
• Plan, deliver, and evaluate professional learning opportunities focused on curriculum implementation, instructional best practices, and assessment literacy.
• Support the development of teacher leaders and instructional coaches.
• Align PD to district goals, teacher evaluation frameworks, and school improvement plans.
• Support the professional growth and development of teachers and staff through mentoring, coaching, and facilitating professional learning communities.
• Collaborate with the Chief Academic Officer and Principal in conducting performance evaluations and providing constructive feedback to staff.
• Observes and supervises the performance of all staff members so as to be acquainted with the status, atmosphere, and tone of the total school environment and with the point of improving their effectiveness in the performance of their assigned tasks and duties meeting DPI requirements.
• Provides orientation for new staff members or staff members in new assignments when and as needed.
• Encourages and recruits where/when necessary, teacher participation in all future planning building or agency-wide work.
• Provides guidance to necessary personnel as appropriate for positive resolutions to issues.

Operational and Fiscal Management

• Provide oversight and coordination of all purchases and expenses related to curriculum, instruction, and assessment and ensure fiscal accountability.
• Maintain accurate records and compliance with district, state, and federal reporting requirements.

Strategic Planning and Continuous Improvement

• Lead the development and implementation of the school improvement plan aligned to district goals.
• Use data to monitor progress, adjust strategies, and communicate results with stakeholders.
• Engage staff and community in shared leadership and goal setting.
• Contribute to district initiatives and represent the school in district wide leadership activities.

Agency and Administrative Team:

• Attends and participates in the school, district, and/or agency events, meetings, or trainings as directed.
• Accepts and performs duties as member school leadership or staff committees.
• Prepares and provides in proper format all reports required or requested.
• Communicates to all school and agency leadership and administration in a timely, professional, and suitable manner.
• Adheres to the provisions of the UCC employee handbook and contracts when making decisions affecting working conditions of employees.

OTHER:

• Maintains all necessary licensure and certification requirements of the position. Pursues necessary coursework, training and professional development to fulfill licensure and certification requirements.
• Accepts and follows through on other responsibilities as assigned by the Board of Directors, Executive Director, Agency and School Leadership, and/or his/her designee.
• Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.

WORKING RELATIONSHIPS: Reports to and is evaluated by the District Administrator - Chief Academic Officer; works with all levels of school administration and Special Services; supervises building level staff; interacts positively with all staff.
WORK SCHEDULE: Typically works during school hours, and is on-site any time students and staff are present. Additional hours may be required for meetings, events, training, and administrative tasks. May involve occasional evening or weekend work for school events or meetings. Regular work hours may be adjusted or changed at the discretion of the district administrator based on the needs of the building.
INTENDED OUTCOMES AND SUCCESS MEASURES:

• Aligned, High-Quality Curriculum
  • K-5 curriculum is vertically and horizontally aligned to state standards.
  • Teachers have access to clear scope and sequence documents, instructional materials, and pacing guides.
  • Curriculum programs implemented with fidelity across grade levels.
• Consistent High-Quality Teaching & Learning
  • All students receive rigorous, engaging, and differentiated instruction from highly effective teachers.
  • Classrooms reflect high-quality, evidence-based instruction aligned to the Science of Reading and other research-based practices.
  • Notable growth in student achievement on state and local assessments over time.
  • Classroom observation data shows increased use of best instructional practices.
  • Improved teacher performance ratings through evaluation cycles.
  • Increased access to grade-level content for all student groups.
• Aligned and Consistent Instructional Coaching Model across district
• Data Driven Decision-Making
  • Increased teacher use of formative assessment and data-informed instruction.
  • Schools use assessment data routinely to adjust instruction, identify trends, and plan interventions.
  • Teachers and leaders regularly engage in collaborative data analysis meetings.
• Empowered, Supported Educators
  • Teachers feel confident and supported through coaching cycles and professional development.
  • Increased teacher retention and satisfaction linked to instructional support systems.
  • Documentation of coaching cycles and mentoring supports.
• Effective and Supportive Staff Development
  • High-quality PD is aligned to teacher needs and district goals.
  • Staff are supported through professional learning and coaching to grow in their practice.
  • Professional development participation rates and post-training feedback.
  • Increased teacher attendance, engagement, and application of professional learning in classroom practice.
• Compliance with State Literacy Requirements (Act 20)
  • All components of Wisconsin Act 20 are implemented with fidelity: screening, progress monitoring, intervention plans, and parent communication.
  • Timely and accurate reporting to DPI and documentation for each student in need of literacy support.
• Equitable Access and Outcomes for All Students
  • Systems and practices promote equity in access, opportunity, and outcomes across student subgroups.
  • Disaggregated achievement data shows reduced performance gaps.
  • Increase in inclusive classroom placements for students with IEPs and ELs.
  • MTSS data reflects targeted support for struggling students.
• Efficient Resource Management
  • Effective management of budget and purchases related to curriculum and instruction.
• Strategic Planning and Continuous Improvement
  • The school demonstrates measurable progress toward goals through intentional leadership and data use.
  • Staff and leadership teams actively use data to inform decisions and monitor progress.
  • Mid-year and end-of-year review reports reflect goal alignment and growth.
  • Evidence of innovation and adaptation based on ongoing needs assessments.
• UCC Schools Strategic Plan Goals:
  • Schoolwide attendance average of 93% or greater
  • Retention of 90% or more of DPI licensed school staff.
  • 60% or more of total staff with more than 3 years of experience at UCC.
  • 80% or more of our K5-3rd grade students will score above the 25th percentile on Early Literacy screening assessments.
  • 60% of students will perform above the 50th percentile in reading and math based on NWEA Maps assessment.
  • 80% or students will meet or exceed their growth target goals in reading and math on NWEA Maps assessments.
  • Maintain or grow state report card score and status.
  • Client satisfaction rate of 90% or greater across school programs.
  • UWM staff survey results will demonstrate that our schools meet or exceed the survey result average across UWM charter schools on 95% of the survey categories

Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.
KNOWLEDGE, SKILLS, AND ABILITIES:

• Strong leadership and management skills in a school setting.
• Must exhibit sound judgment in dealing with students, teachers, school staff, leaders, families, and community stakeholders.
• Ability to develop and implement effective policies and procedures.
• Knowledge of effective classroom and behavioral management techniques to engage students in meaningful learning.
• Ability to handle sensitive and confidential information with discretion.
• Demonstrates urgency to support students, staff, and promote the academic excellence of the school environment.
• Demonstrates attention to detail and problem-solving skills
• Demonstrates strong understanding of curriculum development, instructional practices, teacher evaluation, and educational trends.
• Ability to work collaboratively with diverse stakeholders to achieve common goals.
• Ability to read, analyze, and interpret general business and educational periodicals, professional journals, technical procedures and governmental regulations.
• Ability to write reports, business correspondence, and procedural manuals.
• Ability to effectively present information and respond to questions from administrators, staff, parents and the public.
• Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, and basic algebraic equations.
• Ability to define problems, collect data, establish facts, and draw valid conclusions.
• Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
• Ability to speak clearly and concisely both in oral and written communication.
• Ability to perform duties with awareness of all agency requirements and Schools' policies.
• Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.
• Demonstrates leadership in the classroom.
• Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds.
• Demonstrate the ability to adapt to any situation inside and outside the classroom.
• Demonstrates organizational skills for the classroom and school environment.
• Demonstrates effective verbal and written communication skills with students, families, school staff, and administration.
• Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.
• Demonstrates the ability to multitask and prioritize work.
• Demonstrates the ability to self- reflect, and seek feedback to improve practices.
• Demonstrates a growth mindset committed to continuous learning, growth, and development.
• Demonstrates the ability to work as a team as well as independently.
• Demonstrates respect towards the students, parents, colleagues, and administrators.
• Demonstrates knowledge to work with students' special needs and parents.
• Demonstrate the ability to listen to others and remain receptive to new ideas.
• Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.
• Demonstrate sustained effort and enthusiasm in the quality and quantity of work.
• Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.
• Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.
• Demonstrate the ability to follow and communicate effectively, both orally and in writing.
• Demonstrate motivation, initiative, flexibility, and the ability to work independently.
• Demonstrate excellent human relations and interpersonal skills.
• Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations.

Qualifications

• Must have a DPI Reading Specialist License (#5017) and Director of Instruction License (#5010)
• Must have a master's degree in School Leadership, Administration, Curriculum & Instruction, Literacy, or related field
• Minimum of 5 years of successful teaching and leadership experience at K-8 level
• Demonstrated experience in instructional coaching and adult learning
• Knowledge of early literacy best practices and state legislation (e.g., Act 20 compliance)
• Must have strong leadership and communication skills; background in teaching and building level administration preferred.
• Previous teaching and administrative experience required.
• Must possess strong oral and written communication skills.
• The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills.
• Must have a valid driver's license and reliable transportation.

PHYSICAL REQUIREMENTS:

• Flexible time.
• Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods.
• Visual and auditory acuity to supervise students and respond to classroom needs.
• Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.
• Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).
• Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing).
• May require extended screen time for instructional planning, staff evaluations, or communication and to work frequently at close visual range
• Ability to receive and respond to oral communication.

WORKING CONDITIONS:

• Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).
• The schedule is generally hectic.
• May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)
• Frequent contact with students, parents/guardians, support staff, and school administration.
• May involve occasional exposure to childhood illnesses, noise, and frequent interruptions.
• Must be able to manage multiple tasks in a dynamic, fast-paced educational setting.
• Work schedule generally follows the school calendar and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).
• Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or recess, working with computers and printers, light to moderate traffic, and human voices)
• Regular use of stairs and walking short distances is required daily.
• May be required to operate a motor vehicle during the course of duties.
• Reasonable accommodations may be made to help perform essential functions.
• UCC provides reasonable accommodation to qualified individuals with disabilities.