Director, Instructional Leadership and Impact (Oklahoma City)

The Role

Teach For America - Oklahoma City is seeking a Director, Instructional Leadership & Impact (D - ILI) who will drive the vision and strategy for corps member placement, alumni teacher development, and instructional coaching leadership towards a cohesive, coherent, and impactful school turnaround initiative in the region. S/he will be responsible for the region's corps member placement strategy to ensure critical mass of our corps is aligned to school and system leadership site priorities. The D-ILI will build effective relationships with community partners, including universities, and state education decision makers.

The D-ILI supports the effective matriculation of new corps members to the region, leads the matching of the teaching corps to effective teaching positions and the stewardship of district relationships to that effect. S/he will partner with the Manager, Corps Experience to lead the process by which CMs become eligible for employment (background checks, fingerprinting, district applications, etc.) The D - ILI prepares alumni in education to lead and match them with opportunities, which will include overseeing group coaching for alumni educators who have been in the classroom past their initial corps commitment. The D-ILI will report to the OKC MD, Leadership & Engagement.

S/he will oversee the Alumni Teacher and Instructional Coaching Leadership Initiative. This will include partnering with our External Affairs team to raise awareness of our alumni impact and invest funders and partner organizations to further support scaling this work.

The D-ILI is a central leader on the regional team and is at the forefront of improving the state of education in Oklahoma, impacting the future of thousands of children in the Oklahoma City and Lawton communities.

The Team

Oklahomans pride themselves on banding together, rising to meet challenges, and coming out stronger and more unified. It is in this spirit that Teach for America approaches education in Oklahoma—with determination to get it right for our students. In 2017, the need for change in Oklahoma public education has never been greater. The school year began with more than 1000 vacancies statewide, a statistic with alarming implications for the quality of education thousands of students receive and urgent significance for system wide improvements.

Teach for America's mission is to help fuel the movement to eliminate educational inequity by enlisting our nation's most promising future leaders in the effort. Teach for America • Oklahoma City recruits these leaders from across the country and brings them to the Oklahoma City metro and Lawton. "Corps members" come from diverse educational backgrounds but choose to begin their careers in education because they share a deep commitment to improving educational outcomes. By placing these talented and passionate leaders directly in the classroom, Teach for America • Oklahoma City has an immediate impact on the lives of students in the OKC and Lawton communities. Our bold vision is more localized and enables us to continue effecting change that's specific to our regional needs. Our anchoring premise as a new region is that schools are the most meaningful unit of change in our work, and we do not yet have a critical mass of great schools inspiring others to grow and improve. Our results and continued partnerships with districts, schools and communities support our belief we are able to deliver positive results for students growing up in low-income communities. In 2017, we have 222 corps members and alumni teaching in central Oklahoma.


Primary Responsibilities

Primary responsibilities will include but are not limited to:

Leadership Pathways & Development – 55%

  • Lead the design and execution of a regional alumni teacher development program that is aligned to the work of our partner districts that accomplishes the following:
  • Builds a community of learning across our alumni teachers through alumni-led professional learning communities (including, but not limited to, DEI, instructional leadership, policy & landscape, and content support).
  • Support alumni teachers interested in obtaining teacher leadership positions in their school or in the regional education community through offering opportunities to lead professional learning communities and/or professional development for current corps members and partnering with external organizations that support teachers in becoming instructional leaders.
  • Celebrate the impact of our alumni teachers (example: Develop and execute regional "TFA alumni teacher of the year" award to celebrate our teacher's impact and share their promising practices
  • Provide career services support to our alumni teachers, including those who are new to our region. The support should help our alumni teachers seek a school community that is a great fit for their long-term career aspirations and/or meet the needs of our regional education landscape.
  • Seeks revenue generating opportunities to support this work through alumni teacher placement fee options for district partners in our landscape.
  • Lead the design and execution of a regional alumni instructional coach pathway program that is aligned to the work of our partner districts that accomplishes the following:
  • Defines a development and support scope and sequence for the instructional coach leadership pathway that aligns with state and district partner requirements
  • Develop partnerships with individuals and organizations that provide instructional coaching and development. Understand what these partners specialize in and refer emerging and acting coaches to them appropriately.

District and School Partnership Initiatives – 40%

  • Responsible for partnering with SMD, PC and Executive Director to secure professional service agreements, partnership memoranda of understanding and other formal agreements with district and school partners for the placement of our instructional talent pipeline
  • Implement vision and strategy for region's corps member placement with an emphasis in accelerating the creation and replication of excellent schools serving students living in Central Oklahoma's low income communities
  • Coordinate with districts, autonomous schools and charter partners to secure optimal teaching positions for CMs
  • Lead process by which CMs become eligible for employment (background checks, fingerprinting, district applications, etc.)
  • In coordination with the TLD team, facilitate communication among partner school leadership and the region regarding CM performance as teachers and employees of their respective districts and schools
  • Serve as a key point of contact for area principals with an orientation to growing their satisfaction with their partnership with TFA
  • Ensure comprehensive records in TFACT, the content management system, on the status of school and district partnerships, school experience with CMs, status of support among school and district partners according to champion rubric and net promoter scores, etc.
  • Co-manage the region's 2CM retention initiatives by:
  • Partnering with the Teacher Leadership Development team to ensure an aligned and cohesive approach and consistent and up-to-date knowledge sharing about 2CM retention in the region
  • Partnering with the Teacher Leadership Development team to leverage corps member surveys and sessions at PD Saturday to drive success in all 2CM retention initiatives

Regional Responsibilities - 5%

  • Integrate and drive towards Regional Priorities in work
  • Support Selection and Matriculation efforts of the region as assigned
  • Actively participate and seek out experiences that push your perspective along our DEI outcomes
  • Attend and actively engage in professional development conferences and learning groups
  • Responsibly steward regional resources through consistent compliance with all employee policies and expectations


Prior Experience

  • Teach For America alum is strongly preferred
  • Knowledge of the educational, political, civic and social landscape of Central Oklahoma is strongly preferred
  • At least 4-5 years of professional work experience required, with at least 2 of those in an education reform setting serving low income communities
  • Must have proven experience directly investing school level leaders around innovative practices around education reform
  • Prior experience coaching teachers toward measurable results is required
  • Prior grassroots community organizing, community building or campaign experience is a plus


  • Bachelor's degree required; master's degree preferred


  • Outcomes-orientation and a track record of extraordinary results: leads with a focus on measurable results and long-term vision
  • Superb organization, detail-orientation, and project management skills
  • Ability to track and analyze data strategically and purposefully
  • Serves as a cultural leader on regional staff and our leadership network
  • Proven success in laterally managing peers across teams toward ambitious outcomes
  • Proven success in collaborating and sharing goals across teams
  • Visionary leadership: articulates a clear, compelling and ambitious vision for what needs to be true for our kids, along with the strategies to realize that vision
  • Values-Driven Leader: demonstrates deep commitment to Teach For America's mission, core values, and our commitment to diversity and inclusiveness. Collaborative spirit and desire to partner closely with other OKC regional team members. Reflective and proactively works to grow and improve. Enables our community to be culturally competent teachers and leaders and lives into our diversity core value

Work Demands

  • Ability to analyze and synthesize data from a range of sources to make high-impact, strategic decisions
  • Ability to travel independently, by car, to multiple locations for work each day that may be significant distances from one another.
  • Occasional weekend or evening work is required.
  • Ability to navigate facilities that may or may not be ADA-compliant
  • Ability to lift and transport up to 30 pounds for work purposes.

Apply Now

To be considered for this role, you must submit a resume, list of at least 2 references, and a one-page cover letter with your online application. Please scroll down to the bottom of this page to find the link to the online application.

About the Organization

There are more than 16 million children growing up in poverty in the U.S., and less than 10 percent of them will graduate from college. These statistics are not a reflection of our children's potential; we know that children growing up in poverty can and do achieve at the highest levels. Rather, these statistics reflect the systemic lack of access and opportunity for children in low-income communities.

Teach For America (TFA) finds, develops, and supports an ever-expanding network of outstanding and diverse leaders committed to expanding opportunity for children in schools, school systems, and in every sector and field that shapes the context in which schools operate. Representing the diversity of America and sharing the experience of having taught successfully in our most challenging public schools, TFA corps members and alumni form a network of change agents inside and outside of education who are grounded in the tremendous potential of our most underserved children and connected to families and communities impacted by educational inequity.

Founded by Wendy Kopp in 1989, Teach For America has since expanded to 36 states and 53 regions, reaching more than 10 million students. Now 53,000 strong and growing each year, the TFA community is leading across all sectors, including as teachers, school and school system leaders, elected officials, policy and advocacy organizers, social entrepreneurs, and business and civic leaders. We support the individual and collective leadership of this network as they work hand-in-hand with students, families, and allies in the effort to realize educational equity and excellence for children across the nation.

Our Core Values:

Our core values define who we are at our best and guide our work together.

  • Pursue Equity: We work to change practices, structures, and policies to realize educational equity for all children. As we do so, we actively examine our roles in perpetuating inequitable systems.
  • Strengthen Community: We assume responsibility for our collective strength by developing relationships, building diverse and inclusive coalitions, and challenging one another to be our best. We act with empathy and extend grace to ourselves and others.
  • Achieve Impact: We pursue ambitious, meaningful outcomes that lead to access and opportunity for all children. We hold ourselves to high standards, make data-informed decisions, and orient to long-term success.
  • Choose Courage: We act on our beliefs and values, especially when it's hard. We center our efforts on the aspirations of our students and their families.
  • Act with Humility: We acknowledge the limitations of our perspectives. We seek different points of view and historical context to evolve our thinking and actions.
  • Demonstrate Resilience: We see every challenge as an opportunity to think expansively about solutions. When faced with obstacles, we deepen our resolve, adapt, and persist with optimism.
  • Learn Continuously: We operate with curiosity and embrace new ideas to innovate and constantly improve. We take informed risks and learn from successes, setbacks, and each other.

Diversity, Equity and Inclusiveness at the Center of Our Mission

At Teach For America, we aspire to embody the commitment to diversity, equity, and inclusiveness we envision for our nation. Unequal access to opportunity along lines of race, class, and other aspects of identity has deep roots in American history, and institutional racism and classism contribute to inequitable access to educational opportunity in our country today. Therefore, understanding race, class, and the intersectional nature of oppression along these and other lines is critical to eliminating educational inequity and creating an education system in which all students can flourish.

Realizing educational equity and excellence will take a broad and diverse coalition of people—of diverse races, ethnicities, socioeconomic statuses, genders, sexual orientations, abilities, political views, and other aspects of identity and spheres of influence—united around a common purpose and shared values. We know that the change effort must be shaped by those of us who are most directly impacted by educational inequity. We also know that progress is only possible if each of us works effectively across lines of difference—with students, parents, partners, and each other—and if each of us understands and leverages the assets we bring to this work based on our identities and life experiences.

This understanding guides our strategy as we pursue our mission, and impacts how we allocate resources to recruit, select, train, support, retain, and engage corps members, alumni, and staff. In all we do, we act on the following beliefs.

→ Diversity is crucial for successful change efforts and is one of Teach For America's greatest strengths.

→ The full potential of our diverse network will be reached only when we are an inclusive community.

→ The predictability of success or failure for our students or individuals in our organization should not correlate with any social, cultural or other identity-based factors.

In striving to grow as individuals who lead with a commitment to diversity, equity and inclusiveness, we focus on:

  • Understanding of self and self in relation to others. We examine our worldview and experiences to understand how they're influenced by power, privilege, oppression, and biases. As we deepen our understanding of self in relation to others, we seek out diverse perspectives and experiences to challenge our assumptions and expand our perspectives.
  • Understanding and interrupting systemic racism, classism, and other forms of oppression. We understand that our society and education system have been shaped by multiple forms of oppression, in particular racism and classism. We understand the role and impact of unconscious bias in establishing low expectations for children's capabilities, and we also see this play out in the workplace. Therefore, we commit to work together `to envision and implement new ways of operating that disrupt these systems and practices.
  • Working toward equity. We leverage this understanding to surface and interrupt inequitable practices in our schools as well as within our organization. In classrooms, we are committed to ensuring all students have the necessary resources, supports, and academic preparation they need to ensure full agency in their lives. In our organization, we're committed to allocating our resources and setting organizational policies, systems, and practices to reduce and eliminate gaps in experience and outcomes by demographic group.
  • Building inclusive coalitions. We recruit and retain a corps and staff that reflects the inclusive coalition we need representing our nation. Simultaneously, we ensure those of us who have faced educational inequity shape our direction. We intentionally build authentic relationships across lines of difference; facilitate honest and productive conflict among diverse groups; create structures, policies, and processes that enable this effort; and value the diversity of ideas and perspectives required in this effort.

Benefits and Salary

Salary for this position is competitive and depends on prior experience. In addition, a comprehensive benefits package is included. Learn more at

Commitment to Diversity and Equal Opportunity Employment Policy

Teach For America encourages individuals of all ethnic, racial, and socioeconomic backgrounds to apply for this position. We are committed to maximizing the diversity of our organization, as we want to engage all those who can contribute to this effort. Learn more about our diversity on staff:

Teach For America is committed to providing equal employment opportunities to all qualified individuals and does not discriminate on the basis of race, color, ethnicity, religion, sex, gender, gender identity and expression, sexual orientation, national origin, disability, age, marital status, veteran status, pregnancy, parental status, genetic information or characteristics (or those of a family member) or any other basis prohibited by applicable law.

This job description reflects Teach For America's assignment of essential functions and qualifications of the role. Nothing in this herein restricts management's right to assign, reassign or eliminate duties and responsibilities to this role at any time.

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