U.S.D. No. 289 – Virtual Learning Coach

Job Description

Purpose: The Virtual School Learning Coach plays a critical role in student success by bridging the gap between online academic instruction, executive function development, and student accountability. Working alongside state-certified teachers and parents/guardians, the Learning Coach acts as a primary mentor and liaison. This position focuses on equipping middle and high school students with the organizational, self-monitoring, and time-management skills required to thrive in a digital learning environment and prepare for post-secondary success. Unlike subject-area teachers, the Learning Coach does not deliver direct curriculum instruction; rather, they teach students how to learn independently, track their own progress, and advocate for themselves. 

Responsible to:  Classroom Instructor and/or Building Principal

Qualifications:

1. High school diploma or equivalent
2. Health and Inoculation Certificate on file in the Central Office.
3. Desire to continue career improvement.
4. Participation in teacher apprenticeship program or teacher preparation program 

preferred.

Essential Functions:

1. Assist in facilitating the personal, social, and intellectual development of students
2. Assist in establishing a positive learning environment and respond to the individual needs of students
3. Ensure that all activities conform to district guidelines
4. Communicate effectively with all members of the school district and community
5. React to change productively and handle other tasks as assigned
6. Appropriately operate all classroom equipment
7. Support the value of an education
8. Support the philosophy and mission of USD #289
9. Ensure that all activities conform to district guidelines

General Responsibilities:

1. Monitor student assignment submission, live-session attendance, and overall academic pacing through the Learning Management System.
2. Conduct regular 1-on-1 and small-group check-ins with assigned students to review academic goals, missing work, and weekly priorities.
3. Teach and reinforce executive function skills, including calendar management, prioritization, digital organization, and study habits tailored for 6–12 learners.
4. Collaborate with students to build individualized daily or weekly study schedules.
5. Intervene early with students who show signs of disengagement, academic decline, or chronic absenteeism.
6. Serve as the primary point of contact between the school, student, and home, maintaining frequent communication via email and phone. 
7. Collaborate with certified teachers, guidance counselors, special education staff, and administrators to support students with IEPs, 504 plans, or English Language Learning (ELL) needs. 
8. Tutor students as directed and monitor student progress
9. Assist with small group instruction
10. Grade papers and assist with recordkeeping
11. Prepare instructional materials and supplies
12.   Maintain accurate logging of student touchpoints, intervention notes, and communication history within the Student Information System 
13. Attend staffings and general staff meetings, as requested.
14. Work effectively with students, teachers, parents, community agencies, and other groups.
15. See that district policies are observed during safety policies, including precautions for bloodborne pathogens exposure in all activities
16. Keep abreast of new information, innovative ideas, and techniques
17. Adhere to all district health and safety policies and procedures
18. Other duties as assigned by the Instructor, Principal or other Administrative Staff

Physical Requirements/Environmental Conditions:

1. Requires prolonged sitting or standing
2. Occasionally requires physical exertion to manually move, lift, carry, pull, or push heavy objects or materials.
3. Occasional stooping, bending, and reaching
4. Must work indoors and outdoors year-round
5. Must work in noisy and crowded environments

Terms of Employment:

175 Day contract, At-will employee (see Classified Employee Handbook).

Evaluation:

Performance of this job will be evaluated by the  Building Principal according to Board Policy and state regulations, but at least yearly by April 30.