Academic Achievement Coordinator

OPENINGS AS OF 5/23/2026

Academic Achievement Coordinator JobID:

14598

Position Type:

Administrators and Supervisors/Coordinator

Date Posted:

5/19/2026

Location:

Marshall Street School

Date Available:

07/01/2026

Closing Date:

05/29/2026 Academic Achievement Coordinator Grant funded Category 02 on the A&S Salary Scale Work year: 12-month

Salary Range:

$77,716-$124,237 Employee Benefits Summary Role Overview This role is responsible for supporting student academic success by providing specialized, evidence-based instruction to learners who require additional support beyond Tier 1 instruction. Managing within the school's Multi-Tiered System of Supports (MTSS), focusing on closing learning gaps and accelerating progress for students identified as needing Tier 2 (targeted small group) and Tier 3 (intensive individualized) interventions during the designated school day and extended learning periods. Minimum Requirements Five (5) years of documented successful classroom teaching experience. Experience working with vulnerable populations. Experience with emotion-based dysfunctions. Ability to communicate (written/verbal), resolve conflict, and effectively work with staff, students, parents, and community stakeholders. Ability to organize, prioritize, and manage work assignments efficiently and within established times. Ability to work collaboratively with small and large teams to effect change and optimize efficiency. Ability to handle stressful situations by remaining calm and professional while working with students who may display unexpected or challenging behaviors. Demonstrates strong conflict resolution skills. Demonstrates the ability to gather, analyze, and present data to teachers and administrators. Experience with collaboratively developing and facilitating professional development for a variety of stakeholders. Regular and predictable attendance is an essential function of this position. Ability to perform the essential functions of the job with or without reasonable accommodations. Preferred Qualifications Training and experience working with populations relevant to the assigned school. Effective technology skills. Knowledge of MSDE assessments and/or Maryland College and Career Ready Standards. Familiarity with local, state, and national trends in education relevant to school programs. Has completed the

MSDE CPD

course Coaching for Excellence or an equivalent college course. Knowledge of trauma informed care. Role Responsibilities Provide targeted Tier 2 and Tier 3 small-group instruction for approximately 20% of the school day at the school level, addressing specific student needs and accelerating academic growth. Provide targeted Tier 2 and Tier 3 instruction utilizing evidence-based strategies and curriculum during extended learning program implemented at the school level. Coach, model, and support staff at the school level in delivering effective Tier 2 and 3 interventions, while overseeing MTSS implementation to ensure fidelity and consistency. Monitor student achievement and growth at the school level through regular analysis of data; adjust intervention plans and instructional strategies to meet evolving student needs and improve outcomes. Bridge instruction and support between the primary and intermediate grades at the school level to ensure smooth transitions, aligned interventions, and consistent instructional practices that support student success. Coordinate communication between home school and InnovatED Learning Center and/or other district programs related to student academic progress. Assist in facilitating the alignment of all aspects of school culture to improve student achievement, reduce performance gaps, and promote an effective professional learning community. Develop and implement opportunities for parent engagement within the school. Coordinate and assist with identification, development, delivery, and evaluation of educational support for identified populations within the school. Collaborate with the Community School Manager to identify resources to support students and families to address goals on intervention plans. Collaborate with the Supervisor of K-12 for English/Social Studies and the Supervisor of K-12 for Math/Science to provide professional learning and coaching to staff. Collect and monitor data of students who are receiving academic intervention. Collect and monitor data on all students who are not on track to meet academic requirements. Review and analyze student, school, and classroom data to identify and monitor disparate educational outcomes, guiding the development of appropriate prevention and intervention strategies. Facilitate an effective review of data, current practices, and root cause analysis of a school's discipline and academic disproportionality. Collaboratively review, adjust, and implement a student support team (SST) process that prioritizes individual circumstances and that values and affirms the cultural identities of students and families. Improve chances for success of every student by consistently demonstrating ethical conduct, integrity, and fairness. Demonstrate a courteous and professional demeanor to all stakeholders of Washington County Public Schools. Serve as an active member of the school improvement team, and other teams as needed. Perform other duties as required. Environmental Factors and Physical/Mental Requirements The Environmental Factors and Physical/Mental demands represent those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Required periods sitting at a desk and working on a computer and other office equipment. Ability to sufficiently and efficiently move throughout the building and grounds for extended periods. Ability to intervene in physical interventions in order to maintain a safe learning environment. Must have the use of sensory skills in order to effectively communicate and interact with students, other faculty, staff, and parents as normally defined by the ability to see, read, talk, hear. Maintain emotional control under stress. Ability to travel district-wide and state-wide if needed. Ability to work prolonged and irregular hours.