New

New Teacher Support Coach

University of North Carolina Charlotte

United States, North Carolina, Charlotte

Jul 31, 2026

Please see Special Instructions for more details.

Position Type: Hybrid (Remote with required on-campus and regional travel)
Location Requirement: Candidates must reside within 100 miles of campus. While this is primarily a remote role, it requires regular on-campus meetings (typically monthly) and frequent regional travel.
Travel & Regional Responsibilities: The incumbent will be responsible for traveling to support Beginning Teachers (BTs) across their assigned caseload. The primary service area includes the Southwest Region of North Carolina, and coverage areas may shift annually based on partner school district contracts.
Frequent travel should be expected within the following counties and school districts (including, but not limited to): Mecklenburg, Cabarrus, Montgomery, and Union counties. City/local school districts such as Kannapolis, Mooresville, Lincolnton, and Denver. Note: All counties in the NC Southwest Region are subject to support based on evolving contract needs.
The finalist will be subject to a Criminal Background Check and/or a Motor Vehicle Report
The Search Committee will not contact references without first verifying permission with the finalist.
Please ensure your resume reflects the knowledge, skills, abilities, and experiences to support your answers to the supplemental questions.
UNC Charlotte Benefits Information: https://hr.charlotte.edu/benefits/benefits-overview/

Position Information

General Information

Position Number	000841
Vacancy Open to	All Candidates
Working Title	New Teacher Support Coach
Position Designation	EHRA Non-Faculty
Employment Type	Time Limited - Full-time
Months per Year	10
Work Schedule	Monday - Friday, 8:00 am - 5:00 pm
Hours per week	40
FLSA Status	Exempt
Division	Academic Affairs
Department	College of Education (Col)
Work Location	Mebane Hall/Hybrid
Salary Range	$57,000 - $60,255
Primary Purpose of Department	The College of Education is a national leader in educational excellence and engagement. We are committed to preparing teachers, counselors, and school leaders who will provide all youth with access to the highest quality education possible and to meet the needs of all students, regardless of their backgrounds. Our graduates have shown the ability to be successful in all varieties of school and community environments, even the most challenging. Indeed, many seek out high-need contexts where they can make the biggest difference.
Primary Purpose of Position	Manage a cohort of teachers to establish an ambitious and inspiring vision and goals Observe classroom practice and gather data; quickly assess strengths/weaknesses and use observation/data gathering to tailor support to teachers Assist new teachers in gathering and analyzing data (quantitative and qualitative) to reflect on students' performance and their practice Design and facilitate large and small group professional development sessions (face-to-face and online) Provide a variety of solutions to help teachers improve their practice and therefore student achievement (modeling, co-teaching, providing human/other resources, etc.) Serve as a thought-partner to new teachers on addressing school-based challenges; possibly connecting with mentor/administration Support new teachers in planning, instruction, and assessment through instructional coaching
Summary of Position Responsibilities	Build a positive culture within a network of teachers in their region Develop knowledge of regional and LEA resources along with the university-school partnerships Implement structures to facilitate networking among new teachers Collaborate with LEA personnel Connect with other coaches; participate in professional development for coaches to improve practice Provide three core services to new teachers: Institute, professional development, and instructional coaching Coach using a coaching framework and provide specific feedback for growth
Minimum Education/Experience	Master's degree Current NC teaching license Minimum of five years of teaching experience leading groups of students to achieve ambitious outcomes.
Preferred Education, Knowledge, Skills and Experience	A strong record of measurable results as a classroom teacher in a low-performing school A strong record of leading adult professional development (e.g., as a workshop facilitator, mentor teacher, etc.) Instructional Coaching/Facilitator experience Collaborate in a professional environment Collect and analyze data as well as implement related strategies Model research-based best practices A passion for teaching and for education, and a belief that this program, the new teachers, and students will be highly successful Identify practical, research-based resources (electronic, paper-based, human) to assist teachers in meeting their goals Have crucial conversations with teachers about maintaining high expectations for students Question in a way that promotes reflective practice Understand and work with diverse populations Strong oral and written communication, organization, time management, and advanced technology skills Knowledge of NCSCOS, Common Core, and Essential Standards Knowledge of new North Carolina Induction Program and Mentor Standards Knowledge of pedagogy and adult learning theory Evidence of strong technology use Effective communication skills to interact with a variety of stakeholders Approachable, personable, and empathetic Influencing and motivating others A good listener A reflective practitioner Outcomes-oriented Willing to travel weekly and to work some weekends and evenings
Necessary Certifications/Licenses	Master's degree and current NC teaching license.
Preferred Certifications/Licenses
Special Notes to Applicants	Position Type: Hybrid (Remote with required on-campus and regional travel) Location Requirement: Candidates must reside within 100 miles of campus. While this is primarily a remote role, it requires regular on-campus meetings (typically monthly) and frequent regional travel. Travel & Regional Responsibilities: The incumbent will be responsible for traveling to support Beginning Teachers (BTs) across their assigned caseload. The primary service area includes the Southwest Region of North Carolina, and coverage areas may shift annually based on partner school district contracts. Frequent travel should be expected within the following counties and school districts (including, but not limited to): Mecklenburg, Cabarrus, Montgomery, and Union counties. City/local school districts such as Kannapolis, Mooresville, Lincolnton, and Denver. Note: All counties in the NC Southwest Region are subject to support based on evolving contract needs. The finalist will be subject to a Criminal Background Check and/or a Motor Vehicle Report The Search Committee will not contact references without first verifying permission with the finalist. Please ensure your resume reflects the knowledge, skills, abilities, and experiences to support your answers to the supplemental questions. UNC Charlotte Benefits Information: https://hr.charlotte.edu/benefits/benefits-overview/
Posting Open Date	07/30/2026
Posting Close Date	08/14/2026
Open Until Filled	No
Proposed Hire Date	09/01/2026
If time-limited please indicate appointment end date	06/30/2027
Contact Information

Posting Specific Questions

Required fields are indicated with an asterisk (*).

*
How did you hear about this employment opportunity?
- UNC Charlotte Website
- HERC Job Board
- Inside Higher Education
- Mitratech Circa (formerly known as Local JobNetwork)
- Another Website
- Agency Referral
- Advertisement/Publication
- Personal Referral
- Other
Where did you learn about this posting?

(Open Ended Question)
*
Have you earned a Master's degree?
- Yes
- No
*
Do you have a minimum of five years of teaching experience leading groups of students to achieve ambitious outcomes?
- Yes
- No
*
Do you have a current NC Teaching License?
- Yes
- No

Applicant Documents

Required Documents

Resume / Curriculum Vitae
Cover Letter / Letter of Interest
Contact Information for References

Optional Documents