Reports To:   School Principal/ Principal Fellow 

Classification:  Exempt 

Salary:  Commensurate with experience 

ABOUT US 

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 integrating education and community is the most effective method to support student achievement (a true “Gestalt”). 

POSITION OVERVIEW 

The Dean of Instruction Fellowship allows aspiring instructional leaders to develop the skills and mindset necessary to drive high-quality teaching and learning in a high-performing charter school. The fellow is a key member of the school’s leadership team and supports the academic program through coaching, data analysis, and instructional systems implementation. This emerging instructional leader will be immersed in a comprehensive one-year, school-based fellowship, working closely with a Gestalt Community Schools mentor Principal and/or Dean of Instruction while completing targeted projects and assignments aligned to the fellowship. The program requirements will determine leadership responsibilities and strongly emphasize the instructional strengths and growth areas of both the fellow and the assigned school. 

The Dean of Instruction fellowship at Gestalt Community Schools is designed to cultivate effective instructional leaders through a structured program grounded in the 8 Levers of Effective School Leadership. To successfully transition into a Dean of Instruction role, fellow must meet specific criteria, including: 

• Successful Program Completion: Candidates must complete all required components of the fellowship, including instructional coaching cycles, data analysis, professional development facilitation, and mentorship experiences that build capacity to lead teaching and learning.  
• Scoring “Effective” in All Competencies: Candidates are assessed using a Leadership Framework that outlines the competencies necessary for successful instructional leadership. To be eligible for a Dean of Instruction position, candidates must score “effective” or higher in each competency, demonstrating readiness to lead academic outcomes at the school level.  

By fulfilling these requirements, candidates will be prepared to take on the responsibilities of a Dean of Instruction within the Gestalt Community Schools network, pending available opportunities. 

COMPETENCIES  

Lever 1: Data-Driven Instruction 

Drive Results Through Data
Consistently use interim, formative, and summative assessment data to monitor student progress and ensure all scholars are on track to meet academic goals. Translate data into clear action steps that improve instructional outcomes.  

Build a Data-Driven Culture
Establish and reinforce systems and routines that ensure teachers regularly analyze student data, reflect on performance, and adjust instruction accordingly. Foster a culture where data is used proactively and consistently to drive decision-making.  

Lead Effective Data Meetings
Facilitate structured data meetings using a “See It, Name It, Do It” approach to identify trends, determine root causes, and develop targeted action plans. Ensure follow-through and accountability for implementation and results.  

Lever 2: Planning & Instructional Culture 

Ensure Lesson Fidelity
Ensure all teachers develop and execute high-quality, standards-aligned lesson plans that reflect curriculum expectations and rigor. Monitor and support consistent implementation across classrooms.  

Drive Aggressive Monitoring
Support teachers in actively monitoring student understanding during lessons through checks for understanding, questioning strategies, and real-time adjustments to instruction.  

Strengthen Response to Data
Ensure teachers effectively respond to student errors through targeted reteach, meaningful discourse, and consistent mastery checks to close learning gaps.  

Build Strong Academic Habits
Promote and reinforce school-wide expectations for writing, discussion, and academic language, ensuring scholars consistently engage in rigorous and structured learning experiences.  

Lever 3: Observation & Feedback 

Implement the “See It, Name It, Do It” Coaching Model
Conduct frequent classroom observations to identify high-leverage instructional gaps, provide clear and actionable feedback, and support teachers in practicing and implementing improvements.  

Maximize Feedback Impact
Increase the frequency, quality, and effectiveness of coaching by ensuring feedback is timely, specific, and directly tied to student outcomes, with consistent follow-up and accountability.  

Lever 4: Professional Development 

Plan Purposeful Professional Development
Design and support professional development aligned to school priorities, with clear objectives and a focus on improving instructional practice and student achievement.  

Prioritize Practice
Ensure professional development includes opportunities for teachers to practice key skills, receive feedback, and refine their instructional techniques in a supportive environment.  

Ensure Follow-Through
Build systems to monitor and support the implementation of professional development in classrooms, ensuring that learning translates into improved teaching and student outcomes.  

Lever 5–6: Student Culture & Staff Culture (Supporting/Developing) 

Support Student and Staff Culture Systems
Reinforce strong classroom culture by aligning instructional practices with school-wide expectations for behavior, engagement, and academic rigor. Support the development of a positive staff culture grounded in collaboration, accountability, and continuous improvement.  

DUTIES AND RESPONSIBILITIES 

• Lead Instructional Coaching Cycles
  Conduct regular classroom observations and provide high-quality, actionable feedback to teachers. Lead coaching cycles that include observation, feedback, modeling, practice, and follow-up to ensure measurable improvement in instructional practice.  
• Analyze Data and Support Instructional Planning
  Analyze interim, formative, and summative assessment data to identify trends, gaps, and root causes. Support teachers and teams in using data to plan targeted reteach, adjust instruction, and monitor progress toward academic goals.  
• Facilitate PLCs and Professional Development
  Plan and facilitate high-impact Professional Learning Communities (PLCs) and professional development sessions aligned to school priorities. Ensure sessions include clear objectives, opportunities for practice, and accountability for implementation in classrooms.  
• Strengthen Curriculum Implementation
  Support teachers in long-term, unit, and lesson planning to ensure alignment with curriculum, standards, and rigor expectations. Monitor fidelity of curriculum implementation and provide guidance to improve instructional quality.  
• Build Teacher Capacity
  Develop the instructional capacity of teachers by modeling best practices, co-planning lessons, and supporting the development of strong instructional habits across classrooms.  
• Support Data-Driven Instructional Systems
  Help design and maintain systems for tracking student achievement and instructional effectiveness, ensuring consistent use of data across teams.  
• Contribute to School-Wide Leadership Initiatives
  Serve as an active member of the leadership team by supporting school improvement planning, academic goal setting, and cross-functional initiatives that drive student achievement.  
• Monitor Instructional Progress and Outcomes
  Track progress toward school-wide academic goals and ensure accountability for results through consistent follow-up, feedback, and adjustments to instructional strategies.   

Qualifications & Experience 

• Master’s Degree preferred (Bachelor’s required)  
• Minimum of 3–5 years of instructional leadership experience (e.g., Grade Level Chair, Instructional Coach, Department Lead, Dean), or demonstrated readiness for instructional leadership  
• 3 years minimum of exemplary teaching experience, preferably in a secondary setting  
• Valid Tennessee teaching license required; school leadership license preferred or ability to obtain 

ADDITIONAL CRITERIA  

• 2 to 3 years of significant student achievement gains (double AMO) on state or nationally recognized assessment  
• Experience with curriculum development, lesson planning systems, and assessment design  
• A positive recommendation from a current supervisor  
• Participate and receive proficient ratings on “Selection Day” activities: writing prompts, classroom observations, mock teacher feedback sessions, entry plan, etc.  

SKILLS 

• Strong instructional expertise with a focus on student achievement and academic growth  
• Deep knowledge of Common Core standards, curriculum frameworks, assessment practices, and ACT College Readiness Standards  
• Proven ability to coach and develop teachers through observation and feedback cycles  
• Ability to analyze student data and translate insights into actionable instructional plans  
• Ability to design and implement systems that improve instructional quality at scale  
• Strong facilitation skills for PLCs and professional development  
• Effective written and verbal communication skills 

Post-Selection Commitments: 

• Commitment to a 6 to 18-month Fellowship 
• Commitment to Leadership Training  
• Commitment to attend all required summer training dates (Leadership Training, New Teacher, GCS Conference) 
• Commitment to 3years of employment if offered by Gestalt Community Schools  

Gestalt Community Schools' policy is to provide equal employment opportunities without regard to race, color, religion, sex, national origin, age, disability, marital status, veteran status, sexual orientation, genetic information, or any other protected characteristic under applicable law.