Careers

Overview:

AIM Academy is proud to announce the opening for Per Diem Substitute Teacher positions for the 2024/2025 school year. We provide exceptional education to students in grades 1-12 and are looking for highly qualified substitute teachers to join our team. We are a 1st-12th grade college-preparatory school for students with language-based learning differences. Come join this exciting and diverse community dedicated to education!

Qualifications:

• Associates degree required /Bachelor’s preferred 

• Excellent writing and communication skills

• Ability to positively and constructively relate to students

• Strong organizational skills and attention to detail

• Adaptive learner and self-starter

• Strong technology skills

To Apply:

Interested candidates should send a cover letter and resume to our HR Coordinator, Cheryl Ferst at cferst@aimpa.org

Literacy Director - Indiana Coaching K-8 Initiative

Employment Term: 2-Year Contract

Location: Indiana; statewide travel required, including overnight travel

Direct Reports: Up to 10 Indiana Regional Literacy Coaches

ABOUT THE INDIANA INITIATIVE

AIM Institute for Learning & Research is partnering with the Indiana Department of Education to support a statewide K–8 literacy coaching initiative designed to strengthen educator capacity and improve implementation of evidence-based literacy instruction. The initiative may serve up to 75 participating schools. School-based instructional literacy coaches are employed by participating school corporations, while AIM Regional Coaches provide the sustained coaching, professional learning, oversight, feedback, and regional support that help translate evidence into practice.

JOB DESCRIPTION

The Indiana Literacy Director provides strategic, instructional, and implementation leadership for AIM Institute for Learning & Research’s statewide K–8 literacy coaching partnership with the Indiana Department of Education (IDOE). This role leads and directly supervises up to 10 Regional Literacy Coaches who support school-based instructional literacy coaches across Indiana. The Director is accountable for coaching quality, staff development, consistent implementation, risk identification, data-informed continuous improvement, and building a strong partnership with IDOE and participating schools. The Director is also responsible for monthly updates to AIM leadership.

This is a field-connected leadership role. The Indiana Literacy Director is expected to travel regularly throughout the state to observe Regional Coaches, support school and district leaders, participate in project meetings, and respond to implementation needs. Overnight travel is expected based on school locations and project priorities.

RESPONSIBILITIES

Statewide Program & IDOE Leadership

• Provide strategic and instructional leadership for implementation of the Indiana Literacy Coaching K–8 initiative.
• Serve as a senior literacy implementation partner with AIM Institute and the IDOE to translate project goals, contractual requirements, and AIM’s literacy coaching model into clear statewide expectations.
• Maintain a statewide view of implementation quality, staffing, school participation, regional needs, emerging risks, and opportunities for improvement.
• Partner closely with AIM project leadership and the Program/Project Manager on implementation planning, deliverables, reporting, risk management, and IDOE coordination.
• Represent AIM professionally in meetings with IDOE, school corporations, administrators, and other partners, and facilitate timely resolution of implementation concerns.

Regional Coach Leadership & Supervision

• Directly supervise, develop, and support a team of up to 10 Regional Literacy Coaches assigned across Indiana.
• Establish clear expectations for regional assignments, coaching quality, communication, documentation, school support, and follow-through.
• Conduct regular individual and team meetings to review implementation, coach development, school needs, performance, risks, and priorities.
• Observe Regional Coaches in the field and provide direct, actionable feedback to strengthen coaching practice, professional judgment, facilitation, and implementation support.
• Support onboarding, training, calibration, case consultation, and ongoing professional learning for Regional Coaches.
• Identify performance or implementation concerns early and provide appropriate coaching, support, accountability, and escalation.
• Adjust regional assignments and supports as school participation, geography, staffing, or implementation needs change.

Coaching Quality & Professional Learning

• Ensure Regional Coaches deliver consistent, high-quality support aligned with the Science of Reading, structured literacy, evidence-based coaching practices, and AIM/IDOE expectations.
• Monitor completion and quality of required school visits, frequent coach touchpoints, administrator engagement, feedback, and follow-up across regions.
• Support the calibration processes so Regional Coaches apply observation, feedback, fidelity, and implementation expectations consistently.
• Guide Regional Coaches in supporting structured coaching cycles that include goal setting, co-planning, modeling, observation, feedback, reflection, and next steps.
• Ensure Regional Coaches can identify evidence-based and non-evidence-based literacy practices and translate research and data into practical instructional action.
• Support consistent delivery and application of approved professional learning resources, including AIM coaching tools and ExcelinEd Fundamentals of Literacy Coaching modules.
• Differentiate statewide support for elementary and middle school contexts while maintaining fidelity to core program expectations.

Data, Documentation & Continuous Improvement

• Review regional coaching documentation, site-visit summaries, monthly feedback, implementation observations, and other required records for quality, completeness, and timeliness.
• Use coaching, implementation, participation, instructional, and available student outcome data to identify trends, prioritize support, and inform program decisions.
• Contribute field-based insights, risks, recommendations, and implementation trends to monthly, quarterly, and other required IDOE reporting.
• Lead continuous-improvement efforts based on data, Regional Coach feedback, school experience, implementation evidence, and IDOE priorities.
• Maintain clear escalation pathways for concerns related to coach performance, school conditions, implementation barriers, staffing, or project scope.
• Protect confidential educator, student, school, district, and organizational information in accordance with AIM and IDOE requirements.

School, District & Field Engagement

• Travel regularly throughout Indiana to visit schools, observe Regional Coaches, support implementation, and strengthen relationships with school and district leaders.
• Participate directly in school or regional meetings when leadership involvement, quality monitoring, problem-solving, or escalation is needed.
• Support school leadership to understand the role of literacy coaching, conditions for effective coaching, implementation expectations, and their role in supporting instructional improvement.
• Build trusted relationships while maintaining clear expectations for quality, accountability, evidence-based practice, and participant experience.

SKILLS & QUALIFICATIONS

• Deep knowledge of the Science of Reading, structured literacy, and evidence-aligned K–8 literacy instruction.
• Demonstrated success leading large-scale literacy, instructional improvement, or coaching implementation across multiple schools, districts, regions, or a statewide initiative.
• Strong people-leadership skills, including supervision, coaching, performance feedback, staff development, accountability, conflict resolution, and team building.
• Expertise in instructional coaching, adult learning, professional learning, observation, feedback, coaching cycles, and implementation fidelity.
• Exceptional knowledge of literacy assessment, progress monitoring, MTSS, data-based decision-making, and instructional response.
• Ability to analyze coaching, implementation, instructional, and student outcome data and translate findings into clear priorities and actions.
• Ability to lead through complexity, balance statewide consistency with local context, and manage multiple concurrent priorities.
• Excellent written and verbal communication, facilitation, presentation, relationship-building, organization, and executive-level problem-solving skills.

REQUIREMENTS

• Master’s Degree in education, literacy, reading, educational leadership, or a related field; advanced degree preferred.
• Minimum 5 years of progressive experience in literacy education, instructional leadership, coaching, professional learning, or closely related roles.
• Demonstrated experience supervising and developing instructional coaches, literacy leaders, or other professional staff.
• Proven experience leading large-scale, multi-school or multi-district implementation; corporation-level or state-level leadership experience strongly preferred.
• Demonstrated expertise in the Science of Reading and evidence-based literacy practices.
• Ability to travel regularly throughout Indiana, including frequent school visits and overnight travel as project needs require.
• Ability to maintain a flexible schedule responsive to school-day activities, Regional Coach needs, IDOE meetings, travel, and project priorities.
• Experience leading K–8 literacy coaching, structured literacy implementation, or professional learning at scale.
• Familiarity with Indiana literacy priorities, school systems, or the Indiana Literacy Cadre.

SUCCESS IN THIS ROLE

• Regional Coaches receive consistent, high-quality supervision, development, calibration, and support.
• Regional coaching is implemented consistently across Indiana while appropriately responding to school and regional needs.
• Required visits, coach touchpoints, administrator engagement, feedback, and documentation are completed accurately and on time.
• Implementation challenges and performance concerns are identified early and addressed through timely support and escalation.
• Data and field evidence are routinely used to improve coaching quality, allocate support, and inform project decisions.
• AIM and IDOE leadership have clear visibility into statewide implementation progress, regional trends, risks, and next steps.
• Statewide delivery reflects strong AIM standards, trusted partner relationships, and measurable progress toward the initiative’s literacy goals.

COMPENSATION, TRAVEL & TERM

• Salary: Up to $95,000 annually, commensurate with experience and qualifications.
• Travel reimbursement: Up to $20,000 annually is available for approved project-related travel expenses. Travel expenses are handled in accordance with AIM and applicable project travel guidelines.
• This is a limited-term position aligned to the Indiana Literacy Coaching K–8 initiative and currently anticipated through June 30, 2028. Continued employment beyond the project term is not guaranteed.

HOW TO APPLY

• Please submit a cover letter and resume to Cheryl Ferst at cferst@aimpa.org

Project Manager – Indiana Literacy Initiative

Fully Remote

Indiana Literacy Coaching K-8 Initiative

Employment Term: 2-Year Contract

ABOUT THE INDIANA INITIATIVE

AIM Institute for Learning & Research is partnering with the Indiana Department of Education to support a statewide K–8 literacy coaching initiative designed to strengthen educator capacity and improve implementation of evidence-based literacy instruction. The initiative may serve up to 75 participating schools. School-based instructional literacy coaches are employed by participating school corporations, while AIM Regional Coaches provide the sustained coaching, professional learning, oversight, feedback, and regional support that help translate evidence into practice.

JOB DESCRIPTION

The Project Manager for the Indiana Literacy Initiative is responsible for the successful execution of AIM Institute for Learning & Research’s statewide K–8 literacy coaching partnership with the Indiana Department of Education (IDOE). This is a dedicated project leadership role accountable for creating the structure, discipline, visibility, and forward momentum required to deliver the initiative successfully across multiple interconnected workstreams.

The Project Manager owns the integrated project plan, schedule, scope, dependencies, risks, issues, deliverables, decision tracking, change control, project governance, and authoritative project status. The role works closely with AIM’s Indiana Literacy Director, Relationship Manager, project leadership, finance, operations, research/evaluation, technology, and other cross-functional contributors. The Project Manager owns project execution; the Relationship Manager owns the broader client relationship and partnership development. This position is fully remote and does not require routine travel.

RESPONSIBILITIES

Integrated Project Planning & Delivery

• Own and maintain a comprehensive, integrated project plan that translates the Indiana initiative’s goals and contractual commitments into actionable workstreams, milestones, deliverables, dependencies, owners, dates, and decision points.
• Build and maintain the project work breakdown structure, milestone schedule, critical path, deliverable calendar, and implementation timeline.
• Ensure every significant deliverable, milestone, action item, risk, issue, and decision has a clearly identified owner and expected completion date.
• Monitor actual progress against the project plan and validate status using defined milestones, completion evidence, deliverables, dates, and IDOE acceptance criteria.
• Actively drive work toward successful completion by identifying obstacles, coordinating resolution, clarifying next steps, and maintaining disciplined follow-through across workstreams.
• Coordinate project execution across literacy leadership, Regional Coaches, finance, operations, research/evaluation, technology/security, accessibility, and other contributors.

Scope, Dependencies & Change Control

• Maintain clear visibility into what is in scope, out of scope, and subject to formal change control; help prevent informal requests or assumptions from becoming unplanned commitments.
• Assess proposed changes for impact on scope, schedule, resources, dependencies, deliverables, and project outcomes, and ensure changes are documented and escalated appropriately.
• Identify and manage dependencies across project workstreams and proactively address downstream impacts created by delays, decisions, staffing changes, or shifting requirements.
• Maintain a change log, key assumptions and constraints, and the documentation required to support project decisions and amendments.

Risk, Issue & Decision Management

• Own the project risk-management process, including identification, assessment of likelihood and impact, mitigation planning, assignment of owners, target dates, ongoing review, and escalation.
• Maintain an issue and escalation log for active blockers or problems, with clear ownership, resolution plans, expected resolution dates, and escalation pathways.
• Maintain a decision log that documents key decisions, decision owners, rationale when appropriate, dependencies, and resulting actions.
• Escalate delivery threats early and clearly so AIM leadership can make timely decisions before risks materially affect project commitments.

Governance, Status & Project Visibility

• Establish and maintain an effective project governance structure, meeting cadence, stakeholder communication plan, and project-management routines.
• Lead or coordinate project status meetings and ensure agendas, decisions, action items, risks, issues, and next steps are documented and tracked through completion.
• Produce authoritative project status reporting that gives AIM leadership and project stakeholders clear visibility into accomplishments, upcoming milestones, deliverable status, schedule variance, risks, issues, decisions, and required actions.
• Maintain disciplined project documentation so critical project knowledge does not reside only in individual inboxes, chat messages, or memory.
• Create and maintain institutional memory through organized records of project plans, decisions, assumptions, changes, risks, issues, deliverables, lessons learned, and completion evidence.

IDOE Deliverables & Cross-Functional Coordination

• Maintain the master deliverable schedule and track completion and acceptance against IDOE contract requirements and approved project plans.
• Partner with the Indiana Literacy Director to ensure program implementation, Regional Coach activities, and literacy workstreams align with project milestones and reporting requirements.
• Partner with the Relationship Manager so client expectations are translated into executable commitments while relationship-sensitive issues are coordinated appropriately.
• Coordinate with finance and operations on billing documentation, reimbursement processes, participation tracking, project records, and other operational dependencies that affect successful delivery.
• Support clear handoffs, ownership, and accountability across AIM teams and external stakeholders required for project execution.

SKILLS & QUALIFICATIONS

• Demonstrated command of professional project-management practices, including integrated planning, scheduling, critical-path management, dependency management, risk and issue management, change control, governance, status reporting, and deliverable tracking.
• Ability to manage complex, multi-workstream initiatives with many contributors, dependencies, deadlines, and external commitments.
• Strong analytical and problem-solving skills with the ability to identify project risk early, assess implications, develop mitigation plans, and drive resolution.
• Excellent organization, attention to detail, documentation discipline, and follow-through.
• Ability to create project visibility for executive leaders and cross-functional teams through concise, accurate, evidence-based reporting.
• Strong facilitation and communication skills with the ability to clarify ownership, surface decisions, manage difficult delivery conversations, and keep teams aligned.
• Ability to work effectively across functions and influence outcomes without relying on direct authority.
• Comfort working in a fast-moving, client-facing environment with changing conditions while maintaining disciplined project controls.
• Proficiency with project-management and collaboration tools used to manage plans, actions, documents, meetings, and reporting.

REQUIREMENTS

• Minimum 5 years of professional project-management experience, including responsibility for complex, multi-workstream projects or initiatives.
• Demonstrated experience owning integrated project plans, milestones, deliverables, dependencies, risks, issues, decisions, and status reporting.
• Experience coordinating cross-functional teams and managing work with clear owners, deadlines, acceptance criteria, and escalation pathways.
• Experience working with external clients, partners, government agencies, education organizations, or other complex stakeholder environments.
• Ability to work successfully in a fully remote environment with high levels of independence, responsiveness, and accountability.

Preferred Qualifications

• Project Management Professional (PMP) certification preferred.
• Formal training in recognized project-management methodologies and practices.
• Experience managing large-scale education, government, professional learning, implementation, or statewide initiatives.
• Experience with public-sector contracts, statement-of-work deliverables, change control, acceptance criteria, or audit-ready project documentation.

SUCCESS IN THIS ROLE

• The project has a current, comprehensive, and actionable integrated plan that accurately reflects scope, milestones, owners, dependencies, decisions, risks, issues, and deliverables.
• AIM leaders and project contributors can quickly understand where the project stands, what has been completed, what comes next, and where decisions or support are needed.
• Risks, issues, and dependencies are identified early, actively managed, assigned to owners, and escalated before they jeopardize major commitments.
• IDOE deliverables are completed, documented, reviewed, and tracked against agreed deadlines and acceptance requirements.
• Cross-functional contributors understand their responsibilities and follow through on commitments with clear ownership and timelines.
• Project documentation creates reliable institutional memory and supports continuity throughout the two-year initiative.
• The project moves forward with discipline, transparency, accountability, and a consistent focus on successful delivery and intended outcomes.

COMPENSATION & TERM

• Salary: $75,000 annually.
• Employment term: This is a full-time two-year limited-term position aligned to the Indiana Literacy Coaching K–8 initiative. The position is not expected to continue beyond the project term.
• Benefits: This position is eligible for AIM’s standard employee benefits, subject to applicable plan terms and eligibility requirements.
• Work arrangement: Fully remote; no routine travel required.

HOW TO APPLY

• Please submit a cover letter and resume to Cheryl Ferst at cferst@aimpa.org

Indiana Regional Literacy Coaching Specialists

Indiana Department of Education Literacy Coaching K–8 Initiative

Employment Term: 2-Year Contract

Location: Indiana; regionally based with regular travel to assigned schools

ABOUT THE INDIANA INITIATIVE

AIM Institute for Learning & Research is partnering with the Indiana Department of Education to support a statewide K–8 literacy coaching initiative designed to strengthen educator capacity and improve implementation of evidence-based literacy instruction. The initiative may serve up to 75 participating schools. School-based instructional literacy coaches are employed by participating school corporations, while AIM Regional Coaches provide the sustained coaching, professional learning, oversight, feedback, and regional support that help translate evidence into practice.

JOB DESCRIPTION

The Indiana Regional Literacy Coaching Specialist provides direct, job-embedded coaching and professional learning to school-based instructional literacy coaches participating in the Indiana Department of Education (IDOE) Literacy Coaching K–8 initiative. The role helps coaches translate the Science of Reading and structured literacy into high-quality classroom practice, strengthens coaching quality and fidelity, and builds sustainable school-level capacity. Each Regional Coach is assigned to a geographic area and supports an anticipated caseload of approximately 10 instructional literacy coaches through regular on-site engagement, frequent communication, actionable feedback, and data-informed problem-solving.

This is a highly field-based role. Regional Coaches build trusted partnerships with instructional coaches and school leaders while maintaining the documentation, communication, and implementation discipline required for a statewide initiative.

RESPONSIBILITIES

Regional Coaching & School Support

• Provide direct coaching, supervision, and ongoing support to an assigned portfolio of school-based instructional literacy coaches.
• Conduct at least one on-site visit each month during the school year with every assigned instructional literacy coach.
• Maintain multiple touchpoints each week with assigned coaches through virtual meetings, email, phone, or in-person support based on need.
• During monthly site visits, meet with the instructional literacy coach and a building-level administrator to review implementation progress, coaching priorities, barriers, and next steps.
• Build trusting, growth-oriented relationships while maintaining clear expectations for coaching quality, implementation fidelity, and follow-through.
• Identify emerging concerns related to coach performance, school conditions, implementation barriers, or urgent needs and follow established escalation protocols.

Professional Learning & Instructional Improvement

• Support onboarding and orientation of instructional literacy coaches and deliver ongoing professional learning aligned to the Science of Reading.
• Use approved professional learning resources, including sequenced ExcelinEd Fundamentals of Literacy Coaching modules and AIM coaching tools, to support coach development.
• Guide coaches in structured coaching cycles that include goal setting, co-planning, modeling, observation, feedback, reflection, and follow-up.
• Model evidence-based literacy instruction, co-teach when appropriate, observe coaching and classroom implementation, and provide clear, actionable feedback.
• Help coaches use student, instructional, and implementation data to identify needs, select priorities, monitor progress, and adjust support.
• Differentiate coaching and professional learning based on coach experience, school context, educator needs, and implementation data while maintaining fidelity to program expectations.

Documentation, Feedback & Continuous Improvement

• Complete accurate documentation of site visits, coaching interactions, implementation observations, progress, and next steps.
• Prepare a written summary after every on-site visit for submission to IDOE within one week, using the approved format and discussion points.
• Provide and document standardized monthly feedback to each assigned instructional literacy coach and maintain records of key interactions with school leaders.
• Monitor coaching effectiveness and implementation fidelity using approved observation, feedback, and data tools.
• Contribute field-based evidence, trends, risks, and recommendations to program monitoring, evaluation, reporting, and continuous-improvement efforts.
• Protect confidential educator, student, school, and organizational information and follow applicable AIM and IDOE data-handling requirements.

Collaboration & Program Execution

• Coordinate closely with AIM project leadership, Client Success & Impact, and other project staff to ensure consistent statewide implementation.
• Communicate professionally and responsively with instructional coaches, administrators, school corporations, AIM colleagues, and IDOE stakeholders as appropriate.
• Participate in required internal training, calibration, case consultation, and project meetings to maintain consistent coaching quality across regions.
• Share effective practices and field-based feedback that strengthen coaching tools, professional learning, program systems, and participant experience.

SKILLS & QUALIFICATIONS

• Deep knowledge of the Science of Reading, structured literacy, and evidence-aligned K–8 literacy instruction.
• Demonstrated expertise in instructional coaching, adult learning, relationship building, goal setting, observation, feedback, and reflective practice.
• Ability to translate research and professional learning into practical coaching moves and classroom implementation.
• Strong knowledge of literacy assessment, progress monitoring, MTSS, data-based decision-making, and instructional response.
• Ability to analyze coaching, instructional, implementation, and student data and translate findings into clear next steps.
• Strong facilitation, listening, written communication, problem-solving, organization, and follow-through skills.
• Ability to provide direct, actionable feedback while maintaining a collaborative, growth-oriented coaching stance.
• Comfort using virtual meeting platforms, shared documents, learning-management systems, survey/data tools, and other technology that supports coaching and reporting.

REQUIREMENTS

• Bachelor’s degree in education, literacy, or a related field; advanced degree preferred.
• Minimum five years of successful experience in literacy instruction, instructional coaching, literacy leadership, or closely related roles.
• Demonstrated experience coaching educators and supporting adult learners in instructional improvement.
• Demonstrated expertise in the Science of Reading and evidence-based literacy practices.
• Ability to work regularly within an assigned Indiana region and travel to each assigned school for required monthly on-site visits; overnight travel may be necessary.
• Ability to maintain a school-day schedule that supports frequent coach communication, site visits, and timely documentation.

SUCCESS IN THIS ROLE

• Assigned coaches receive consistent, high-quality support through required monthly on-site visits and frequent weekly communication.
• Site-visit summaries, monthly feedback, coaching records, and other required documentation are complete, accurate, and submitted on time.
• Coaches demonstrate stronger use of evidence-based literacy practices, coaching cycles, instructional data, observation, and feedback.
• School leaders understand coaching priorities and are meaningfully engaged in supporting implementation.
• Implementation risks and performance concerns are surfaced early, communicated clearly, and addressed through established escalation processes.
• Regional delivery reflects consistent AIM and IDOE expectations while responding appropriately to local school context and need.

SALARY

• $80,000 annually, commensurate with experience and qualifications.
• This role also includes a $15,000 maximum for travel expense reimbursement
• Employment term: This is a two-year, limited-term position tied to the Indiana Literacy Coaching K–8 initiative. The position is not expected to continue beyond the term of the project.
• This role is not eligible for benefits.

HOW TO APPLY

• Please submit a cover letter and resume to Cheryl Ferst at cferst@aimpa.org