Type of Vacancy: Contract (1099 Position)
Start date: August-September 2025
Location: New York, NY
Compensation: Compensation includes paid training and onboarding. Lead group facilitation is compensated at $150/hour. Lead 1:1 coaching is compensated at $110/hour in addition to $50/hour for lead coaching preparation and follow-up. Teaching Lab values continuous growth; hence, consultants can increase their earning potential through our Facilitation Certification Program. Please note that work hours are not guaranteed.
Areas of interest: Experience facilitating professional learning and coaching to educators (teachers, teacher leaders/coaches, school administrators, district administrators) in curriculum implementation and equitable instructional practices. Experience with coaching high school chemistry and physics is strongly preferred.
Teaching Lab is a nonprofit organization with a mission to fundamentally shift the paradigm of teacher professional learning in pursuit of excellent educational outcomes for every child. We envision a world where teachers and students thrive together in communities that enable life-long learning and meaningful lives. In partnership with teachers, we transform professional learning from the ground up to dramatically improve student outcomes. We also work with school, district, and state leaders to create the instructional systems necessary to support these changes.
Teaching Lab seeks multiple experienced, skilled, and passionate educational consultants with a demonstrated commitment to racial and educational equity to facilitate high-quality, professional learning and instructional coaching experiences to teachers, teacher leaders/coaches, as well as school and district administrators/school leaders through June 2026, with high probability for contract renewal. Ideal candidates are adept in high-quality curricula, research-based equitable instructional practices, and a demonstrated record of successfully providing both 1-1 coaching and group professional learning sessions. These roles require a unique blend of interpersonal skills, pedagogical knowledge, and a commitment to educational excellence.

ESSENTIAL QUALIFICATIONS

• Education, Work Experience, and Knowledge
• At least two (2) years experience as an instructional coach to teachers or school leaders with evidence of impact on student science learning outcomes
• Experience facilitating impactful professional learning and coaching for educators in virtual and in-person settings
• Experience building and managing relationships with diverse stakeholders in an education context
• Experience empowering teachers through trusting relationships and shifting mindsets/beliefs about students’ potential
• Deep understanding of the New York State Science Learning Standards (NYSSLS)
• Deep knowledge of problem-based science curricula such as OpenSciEd
• Experience teaching or coaching at least one of the following: OpenSciEd (middle school); high school chemistry; high school physics; NGSS-aligned or NYSSLS-aligned instructional practices

Values, Skills, and Competencies

• Strong commitment to growth mindset for both adults and students, and a desire to work collaboratively to grow team skills and capabilities
• Compelling communication and influence skills
• Strong interpersonal skills, able to build rapport quickly
• Strong organizational skills
• Reliable and consistently completes work in a timely manner with high quality

Ongoing, facilitate both in-person and virtual group professional learning for teachers, school-based coaches, and instructional leaders related to the implementation of high-quality science curriculum materials, including OpenSciEd Chemistry and Physics. Facilitation assignment will be based on Facilitator’s knowledge and experience with specific grade bands or science content areas. Topics for professional learning include but are not limited to:

• Problem-based science curricula demands and design principles
• Scientific language routines
• Enhancing access and challenge for all students, including students with disabilities, multilingual learners, and students with unfinished learning
• Universal design for learning
• Instructional decision-making
• Leveraging vertical alignment for plannin

DUTIES AND RESPONSIBILITIES

• Provide high-quality group professional learning experiences for educators and leaders to implement HQIM through equitable instructional practices, aligned with key facilitation competencies
• Provide impactful individualized coaching to educators and leaders to enhance their instructional skills, focusing on driving improved student outcomes, aligned with key facilitation competencies
• Be available for primarily in-person services, including necessary travel, and virtual assignments with two weeks or more advance notice
• Demonstrate strong interpersonal skills, adaptability, and self-reflection to ensure effective collaboration and nurturing lasting partnerships with Teaching Lab
• Utilize pre-designed tools for data collection and impact assessment, adjusting service delivery to meet partner and in alignment with evidence-based practices for student outcomes
• Embrace and uphold Teaching Lab’s mission and vision, consistently demonstrating commitment and integrity in alignment with organizational values
• When relevant, provide input and collaborate in creating and enhancing facilitation and coaching materials

Ongoing, facilitate both in-person and virtual group professional learning for teachers, school-based coaches, and instructional leaders related to the implementation of high-quality science curriculum materials, including OpenSciEd Chemistry and Physics. Facilitation assignment will be based on Facilitator’s knowledge and experience with specific grade bands or science content areas. Topics for professional learning include but are not limited to:

• Problem-based science curricula demands and design principles
• Scientific language routines
• Enhancing access and challenge for all students, including students with disabilities, multilingual learners, and students with unfinished learning
• Universal design for learning
• Instructional decision-making

• Leveraging vertical alignment for planning

Weekly, 2–4 days/week based on availability and need, provide both in-person and virtual 1:1 coaching services to teachers, school-based coaches, or instructional leaders related to the implementation of high-quality science curriculum materials that lead to significant student learning outcomes. Engage in the phases of a coaching cycle of inquiry:

• Identifying needs & determining a focus
• Setting goals
• Implementation & support, which can include any of the following: conducting observations and providing feedback through instructional walkthroughs, or providing in-person modeling and/or co-teaching with teachers

• Analyzing & discussing student data

Ongoing, designing or adapting coaching content and then facilitating meetings with school-based coaches and instructional leaders, including but not limited to:

• Facilitating Problem of Instructional Practice protocol
• Identifying research-based instructional strategies to implement with teachers in professional learning communities (PLC)
• Supporting school-based coaches and leaders to implement an action plan and monitor progress

• Communicating strategic plans and progress of PL goals

Ongoing, engage in project management and administrative responsibilities, including but not limited to:

• Creating a coaching plan for each coaching cycle
• Completing one coaching log per coaching interaction
• Supporting and monitoring timeline data collection, including but not limited to: conducting classroom observations, collecting student work samples, administering educator surveys, and encouraging teachers to administer student surveys to measure the impact and progress toward project goals
• Documenting and providing regular reports of coaching activities and progress to the school leadership team
• Attending Teaching Lab internal planning and work meetings
• Completing other tasks assigned by the Project Leader to be responsive to the needs of educators

ABOUT COACHING/FACILITATION ROLES

• At Teaching Lab, our coaches and facilitators embark on a dynamic and fulfilling journey with each project. Here’s what you can expect:
• Advance Project Notification: You’ll be alerted about upcoming projects 3-6 weeks in advance, giving you ample time to align these opportunities with your schedule. A simple email response is all it takes to accept or decline.
• Regular Communication: Staying updated is key. You’re expected to check and respond to emails at least every two days, ensuring you’re always in the loop.
• Thorough Preparation: Once on board for a project, you’ll dive into a collaborative preparation phase. You will work closely with the Project Team to grasp the nuances of partner contexts, expectations, and content. This phase is not just about preparation; it’s about transformation through deliberate practice sessions, ensuring you’re primed for delivery.
• Travel and Logistics: When your session calls for travel, you’ll manage your arrangements, staying within the guidelines of Teaching Labs’ travel policies. This process ensures you are well-prepared and comfortable for your destination, enhancing your ability to deliver effective sessions."High Quality Session Delivery: As you conduct your sessions, you’re not just facilitating,; you’re bringing to life the essence of Teaching Lab’s Facilitation Competencies. Every session is a chance to provide partners with an enriching and high-quality experience.
• Reflective Debriefing: After each session, you will participate in a data-informed debrief with your project team. These are moments of growth, reflection, and continuous improvement.
• Flexible and Project-Based Workflow: Embrace the flexibility that comes with a project-based role. Your work hours will vary depending on the project’s scope, but the enriching process remains a consistent thread across all your engagements.
• Common Questions: For those curious about the specifics, such as the number and names of schools, project schedules, and the nature of in-person versus virtual facilitation, rest assured these details are provided when staffed to an individual project. We ensure you have access to all relevant information, including any potential conflicts of interest, before committing to a project, allowing you to make informed decisions based on your availability and interest.
• In this role, your impact extends beyond coaching or facilitating. You become an integral part of driving educational progress, guiding learning experiences, and upholding standards of excellence.