Gestalt Community Schools is a system of K-12 college-preparatory charter schools in targeted Tennessee communities. GCS schools provide strong academic outcomes for their scholars through initiatives including meaningful community involvement. GCS catalyzes community leadership to help revitalize the neighborhood as it operates its schools in that community. Instead of debating whether education impacts the community or vice versa, GCS believes that the most effective method to support student achievement is an integration of education and community (a true "gestalt"). 

The Academic Acceleration and School Improvement Supervisor is a school-based leadership position and serves as a strategic partner to the School Leader and a member of the school's leadership team. This role is responsible for supporting the implementation, monitoring, and continuous improvement of instructional systems that accelerate student achievement and support school turnaround efforts. 

The Supervisor works collaboratively with the School Leader to ensure the successful execution of the School Improvement Plan by providing differentiated coaching, professional learning, and instructional leadership to teachers, Deans of Instruction, and Instructional Coaches across Literacy, Numeracy, and Response to Intervention (RTI) initiatives. Through strategic planning, data analysis, and continuous progress monitoring, the Supervisor builds the instructional capacity of school leaders and educators to improve outcomes for all scholars. 

The Academic Acceleration and School Improvement Supervisor leads school-wide academic improvement efforts by aligning instructional practices, intervention systems, assessment cycles, and professional learning to district priorities, turnaround strategies, and Gestalt Community Schools' instructional framework. As a member of the administrative team, the Supervisor also supports the school's culture, operations, and strategic initiatives under the direction of the School Leader. This is a grant-funded position through June 30, 2027.

Key Responsibilities 

• Serve as the School Leader's strategic partner in planning, implementing, and monitoring the School Improvement Plan and turnaround priorities.  
• Lead the implementation of specific academic acceleration initiatives designed to improve scholar achievement in Literacy, Numeracy, and Response to Intervention (RTI) as directed by the school and/or network leadership team.  
• Provide differentiated coaching and support to teachers, Deans of Instruction, and Instructional Coaches based on instructional effectiveness, student performance data, and identified professional learning needs.  
• Support the implementation of the GCS GLOE, Curriculum Frameworks, Tennessee Academic Standards, and evidence-based instructional practices through professional learning, coaching cycles, and observational feedback.  
• Develop and facilitate high-quality Professional Learning Communities (PLCs), instructional planning sessions, data meetings, and professional development aligned to school improvement priorities.  
• Collaborate with school leadership to establish measurable academic goals, monitor progress toward key performance indicators, and implement continuous improvement cycles.  
• Lead the analysis of formative, benchmark, and summative assessment data to identify instructional trends, prioritize acceleration strategies, and monitor intervention effectiveness.  
• Support the implementation and continuous improvement of Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI) frameworks, ensuring equitable access to targeted interventions and enrichment opportunities.  
• Conduct regular classroom observations, learning walks, instructional audits, and data reviews to assess instructional quality and provide actionable feedback.  
• Build the leadership capacity of instructional leaders through coaching, mentoring, calibration, and collaborative planning.  
• Support school-wide implementation of instructional technology, digital learning platforms, and data management systems that enhance teaching and learning.  
• Coordinate and facilitate school and network professional development focused on high-impact instructional practices, acceleration strategies, intervention programming, and leadership development.  
• Partner with the School Leader to ensure instructional decisions, resource allocation, and professional learning are aligned to turnaround goals and scholar achievement priorities.  
• Monitor fidelity of curriculum implementation, intervention programs, and instructional expectations while recommending adjustments based on student outcomes.  
• Foster a collaborative culture of continuous improvement, reflective practice, and shared accountability among instructional staff.  
• Support all facets of the cultural and operational expectations as outlined by Gestalt Community Schools.  

• Tennessee Teaching and/or Administrator License (Required)  
• Master's Degree in Education, Educational Leadership, Curriculum & Instruction, or related field preferred.  
• Minimum of five (5) years of successful teaching experience with demonstrated Level 4-5 effectiveness and documented success in accelerating student achievement and closing academic gaps.  
• Minimum of three (3) years of instructional coaching, school leadership, dean, or comparable leadership experience preferred.  
• Demonstrated success leading school improvement, academic turnaround, or continuous improvement initiatives.  
• Extensive knowledge of evidence-based instructional practices in Literacy, Mathematics, and Response to Intervention (RTI)/MTSS.  
• Experience coaching teachers, instructional leaders, and adult learners using differentiated coaching models and adult learning theory.  
• Strong ability to analyze multiple sources of student achievement data to inform instructional decisions and monitor progress toward school improvement goals.  
• Experience developing and facilitating high-quality professional learning for teachers and school leaders.  
• Ability to manage multiple initiatives simultaneously while meeting deadlines in a fast-paced environment.  
• Strong leadership, organizational, problem-solving, and project management skills.  
• Working knowledge and commitment to the GCS GLOE, Curriculum Frameworks, Tennessee Academic Standards, and ACT College Readiness Standards.  
• Demonstrated ability to lead collaborative teams and influence instructional improvement without direct authority.  
• Effective written, verbal, and presentation communication skills.  
• Demonstrates proficiency with Google Workspace, instructional technology platforms, student information systems, assessment platforms (SchoolNet), learning management systems (Schoology), and data analysis tools.