• Project X Instructional Coach

    Johns Hopkins University (Baltimore, MD)


    The Center for Educational Outreach (CEO) within the Whiting School of Engineering of Johns Hopkins University seeks **_Project X_** **_Instructional Coaches_** for the research project and intervention study “Project X: Algebra Engineering Lab” (formerly known as Baltimore Online Algebra for Students in Technology, or BOAST, funded by the NSF Award DRL-2005790). This algebra-for-engineering program was piloted in afterschool settings in Years 2021-2024 in nine Baltimore City high schools. To improve student participation and access, the program was trialed as a for-credit, elective math credit in Fall 2024 at two sites. In Spring 2026, the research team plans to scale the program to additional high schools and rigorously evaluate the program using mixed methods.

     

    The goals of the project, defined in close partnership with Baltimore City Public Schools’ (City Schools) Math District Office, are to improve students’ algebra proficiency, engineering career interest, and inclusion of underrepresented groups in STEM career fields. The hybrid program’s curriculum entails algebra (reinforcement) lessons contextualized within engineering challenges. The program includes role model videos, a field trip to Johns Hopkins University, and relationships with STEM professionals. Notably, our innovative staffing model matches a “teacher of record” (a full-time school-based staff) with an undergraduate teaching team (typically engineering majors). You can learn more about the project in recent publications in Education Sciences and recent conference presentations (i.e., AERA, ASEE, and CoNECD).

     

    CEO seeks Instructional Coaches to support the novice undergraduate teachers (an anticipated eight teachers at four sites) through training and coaching ongoing through the semester. As an expert in teaching problem solving and cognitively demanding mathematics instruction, the coach will provide feedback based on regular class observations (for example, each class weekly or biweekly).

     

    Trainings for the Project X curriculum have already been developed in concert with math education expert Emily Yanisko, PhD (American University) and the curriculum writer. In July and August, the Instructional Coaches will gain familiarity with the curriculum and existing materials. In September to October, the Instructional Coaches will assist the CEO team with hiring Project X instructors, lead their training of the curriculum in November and December, and apply evidence-based practices to the growth and development of new teachers. The Instructional Coach’s role is to build sufficient skills, confidence, and capacity to teachers through feedback and modeling. The Instructional Coach will develop a system for regular feedback and reflection (i.e., observation rubrics, reflection prompts, etc.) to evaluate teacher training and performance. As a research program, Instructional Coaches will also ensure fidelity of implementation across school sites.

    Vision, Mission and Strategy of Center for Educational Outreach

    + The vision of the Center for Educational Outreach (CEO) is to increase the number of STEM leaders from underrepresented groups going into STEM fields.

    + Our mission is to engage JHU students, staff and faculty to prepare PK-12 students, particularly those underrepresented in STEM fields, for college and inspire them to choose STEM as a career.

    + Our strategy is to offer STEM educational outreach to Baltimore City Public School students while growing Engineering Innovation nationally.

     

    Specific Duties & Responsibilities

    _Coaching_

    + Conduct monthly regular on-site observation (once per week per site) and coaching with verbal and/or written feedback to the instructors toward the goal of effective implementation with students and fidelity of implementation across school sites with different instructors.

    + Review online platform grading feedback from instructors to students weekly and provide coaching with verbal and/or written feedback as needed.

    + Model lessons for in-person sessions with instructors to help improve instructors’ understanding of Project X content and pedagogy.

    + Model online platform announcements and grading feedback.

    + Provide activities and icebreakers to support relationship and community building.

    + Provide instructional and technical support for instructors within the online course.

    + Work with the instructor and/or school site coordinator to resolve any Project X-related issues or concerns at the site.

    + Attend and support the Project X field trips.

    + Collaborate with OST Program Manager Administrator to address any programmatic improvements or concerns.

    _Training/Professional Development_

    + Collaborate with Project X team to develop training for instructors on module content and implementation.

    + Facilitate professional development training sessions for Project X instructors at the start of the program and before the start of each subsequent Project X mission.

    + Manage project timelines and coordinate with team members and partners to meet project deliverables.

    _Reporting_

    + Work with instructors to ensure timely submission of student attendance records, communication logs, grading and feedback to students on submitted work.

    + Provide updates (written and/or oral) on progress, implementation and concerns at assigned Project X site(s) at the Project X Operations weekly meeting.

    + Maintain records of instructor attendance, coaching interactions, and communications.

    + Provide communication and updates to site-coordinators.

    + Coordinate with Research Team regarding research timelines and deliverables (i.e., surveys, final data to be shared with researchers, etc.) as needed.

    _Technical Responsibilities_

    + Work with the content development team regarding necessary revisions to content and/or changes in the Learning Management System (LMS).

    + Utilize multimedia technology and authoring tools to develop interactive and engaging instructional resources which could include video, audio podcasts, and graphics.

    + Testing of successful integration of content into LMS.

    + Review of materials by the content development team, PLT, advisory board, and potential focus groups.

    + Monitor course postings and instructor grading and feedback within the online program materials in the LMS (Canva).

    + Utilize multimedia technology and authoring tools to develop interactive and engaging instructional resources which could include PPT, video, audio podcasts, and graphics.

    + Coordinate student enrollment in the course or edits to the LMS/SCORM package.

    Special Knowledge, Skills & Abilities

    + Comfortable with ambiguity; shows initiative and sound judgement.

    + In-depth knowledge of learning theories and instructional design models.

    + In-depth knowledge of instructional coaching models.

    + Strong lesson and curriculum development and planning skills.

    + Experience teaching hands-on engineering design projects, high school preferred.

    + Experience teaching K-12 students how to use the engineering design process to solve problems, high school preferred.

    + Experience teaching mathematics or applications of mathematics within engineering design projects, high school preferred.

    + Experience coaching young adults.

    + Experience developing and delivering preferred training.

    + Time management skills, attention to detail, follow-through and proactive problem solving.

    + Commitment to equity in education.

    + Experience relating to 9thand 10thgrade students, parents, families, and partners of similar demographics to Baltimore City.

    + Strong communication (written and oral), organizational, and interpersonal skills.

    + Proficient with the Microsoft Office 365 Suite, particularly Outlook, Word, Excel, PowerPoint, OneDrive, Teams, OneNote, and SharePoint.

    + Proficient with Google Suite (Docs, Sheets, Forms).

    + Proficient in operating online meetings (Zoom, Google Suite, etc.).

    + Experience using a Learning Management System (e.g. Blackboard, Canva, Schoology).

    + Experience teaching NGSS science, engineering (STEM and/or mathematics online), preferred.

    + Knowledge of Baltimore City and Baltimore City Public Schools (City Schools), preferred.

    + Working knowledge of copyright law as it applies to nationally distributed programs or curriculum.

    Minimum Qualifications

    + Bachelor's Degree.

    + At least 3 years of directly related, successful secondary teaching experience teaching in transformation/turnaround or persistently low-performing context.

    + Curriculum development experience is preferred.

    + The ability to work independently following established formats.

    + Demonstrated ability to lead workshops.

    + Preferred, Master's Degree and teacher certification preferred.

    + Prior experience working in urban schools is highly desirable.

    + Prior experience working in a leadership capacity among teachers and other site-based staff is desirable.

    + Additional education may substitute for required experience and additional related experience may substitute for required education beyond HS Diploma/Graduation Equivalent, to the extent permitted by the JHU equivalency formula.

    Preferred Qualifications

    + Master’s Degree in STEM, Education, Educational Technology, Instructional Design and/or Curriculum Development Degree, Maryland State Department of Education (MSDE) educator certification, secondary math, Chemistry, Physics, or Computer Science certifications or STEM, endorsement preferred

    + Three to five years of related experience in one or more of the following areas strongly preferred.

    + Experience with instructional coaching and/or teacher training.

    + Online and/or in-person teaching high school engineering, math science and/or STEM courses.

    + Use of a Learning Management System (LMS) (e.g. Blackboard, Canva, Schoology), or Google Classroom.

    + Prior experience working or volunteering within the BCPSS district.

     

    Classified Title: Instructional Facilitator

     

    Job Posting Title (Working Title): Project X Instructional Coach

    Role/Level/Range: ACRP/04/MD

    Starting Salary Range: $28.61 - $50.05 HRLY (Commensurate w/exp.)

     

    Employee group: Casual / On Call

     

    Schedule: M-F w/some weekends

     

    FLSA Status: Exempt

     

    Department name: Center for Educational Outreach

    Personnel area: Whiting School of Engineering

    The listed salary range represents the minimum and maximum Johns Hopkins University offers for this position, based on a good faith estimate at the time of posting. Actual compensation will vary depending on factors such as location, skills, experience, market conditions, education, and internal equity. Not all candidates will qualify for the highest salary in the range.

     

    Johns Hopkins provides a comprehensive benefits package supporting health, career, and retirement. Learn more: https://hr.jhu.edu/benefits-worklife/.

     

    Equal Opportunity Employer

     

    All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or status as a protected veteran.

    EEO is the Law

    https://www.eeoc.gov/sites/default/files/2023-06/22-088_EEOC_KnowYourRights6.12ScreenRdr.pdf