Acceleration Coach/Gifted Education Teacher
Young World Physical Education
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Job summary
Rock Hill School District in Rock Hill, South Carolina seeks an Acceleration Coach/Gifted Education Teacher to advance high levels of achievement for GT students in grades 1–5. The role blends instruction, planning, coaching, and program leadership to deliver rigorous, appropriately differentiated learning experiences.
You will collaborate with teachers in grades 3–5, lead enrichment for early grades, and coordinate talent development opportunities while aligning with district GT guidelines.
Qualifications
- South Carolina certification in Elementary and/or Gifted and Talented.
- Endorsement in Gifted and Talented.
- Three to five years of successful teaching experience with evidence of high student outcomes.
Responsibilities
- Provide direct instruction to identified Gifted and Talented students in accordance with district and state gifted education guidelines.
- Design and deliver rigorous, differentiated learning experiences that promote critical thinking, creativity, problem-solving, and advanced content mastery.
- Utilize research-based gifted education curricula, instructional strategies, and assessment practices.
- Monitor student progress and use multiple sources of data to inform instructional decisions and programming.
Skills
Education
Job description
Rock Hill School District Cherry Park Elementary School of Language Immersion - Rock Hill, South Carolina Open in Google Maps
Application Deadline: Posted until filled
Posted: Aug 14, 2026 4:00 AM (UTC)
Starting Date: To Be Determined
Report To: Principal
FLSA Status: Exempt
1-YEAR PILOT POSITION AT CHERRY PARK ELEMENTARY SCHOOL OF LANGUAGE IMMERSION
The Acceleration Coach serves as a teacher-leader dedicated to advancing high levels of academic growth and achievement for gifted and advanced learners across grades 1–5. This position combines direct instruction, collaborative planning, instructional coaching, and program leadership to ensure that gifted and advanced students receive rigorous, engaging, and appropriately differentiated learning experiences.
The Acceleration Coach provides direct instruction to identified Gifted and Talented (GT) students, collaborates with classroom teachers to implement gifted education services in special class models in grades 3–5, leads enrichment and talent development opportunities for emerging advanced learners in grades 1–2, and supports the school's commitment to meeting the needs of high-achieving students through research-based gifted education practices.
To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.
Teacher Salary Schedule/Full-Time
Determined by Human Resources
- Provide direct instruction to identified Gifted and Talented students in accordance with district and state gifted education guidelines.
- Design and deliver rigorous, differentiated learning experiences that promote critical thinking, creativity, problem-solving, and advanced content mastery.
- Utilize research-based gifted education curricula, instructional strategies, and assessment practices.
- Monitor student progress and use multiple sources of data to inform instructional decisions and programming.
- Partner with classroom teachers in grades 3–5 to plan and implement gifted education experiences through the special class model.
- Support the design of differentiated lessons, enrichment opportunities, and advanced learning pathways within the regular classroom setting.
- Co-teach and model instructional strategies that effectively challenge and engage advanced learners.
- Participate in all districts Gifted and Talented PLC meetings.
- Facilitate professional conversations regarding acceleration, enrichment, and talent development.
- Lead Brain Boosters programming for second-grade students to identify and develop emerging talents and advanced academic potential.
- Coordinate and support Challenge curriculum implementation for first-grade students.
- Understand and articulate COGAT scores to support classroom instruction.
- Collaborate with teachers and school leadership to ensure continuity of talent development services across grade levels.
- Assist with identification processes and support equitable access to advanced learning opportunities.
- Serve as a school-based resource for gifted education best practices, research, and instructional innovation.
- Analyze student achievement data and program outcomes to support continuous improvement.
- Participate in school leadership initiatives related to advanced learning, acceleration, and enrichment.
- Maintain required documentation, records, and communication related to gifted services.
- Communicate effectively with families regarding student progress, programming, and gifted education opportunities.
- Deep understanding of the academic, social, and emotional needs of gifted and advanced learners.
- Ability to differentiate instruction and design rigorous learning experiences.
- Knowledge of research-based gifted education materials, resources, and best practices.
- Ability to build strong partnerships with teachers, students, families, and administrators.
- Skilled in facilitating collaborative planning and professional learning.
- Commitment to fostering a culture of excellence, innovation, and high expectations for all learners.
- South Carolina certification in Elementary and/or Gifted and Talented.
- Endorsement in Gifted and Talented.
- Three to five (3-5) years of successful teaching experience with evidence of high student outcomes.
- Strong understanding of curriculum design, assessment, and data-driven instruction.
- Demonstrated evidence of accelerating academic growth and achievement among high- performing and advanced learners.
- Experience implementing gifted education curricula and enrichment programs.
- Experience with co-teaching, instructional coaching, or collaborative planning models.
- Experience analyzing student performance data to inform instructional decisions and program development.
- Must have and maintain a valid Driver’s License or ability to provide own transportation
- May be required to travel to school district buildings and professional meetings
- Prior to beginning employment, negative tb test results must be provided
- Work requires long periods of standing or walking around the classroom, especially when giving instruction, monitoring students, or using whiteboards/projectors.
- Requires clear verbal communication and strong listening skills to engage with students, parents, and colleagues.
- May require projecting voice in noisy environments or large classrooms.
- Use of hands to write on boards, type, handle classroom materials, and operate technology (computers, tablets, projectors).
- May include lifting or carrying instructional materials, textbooks, or student work (typically up to 20 lbs.).
- Must be able to read and assess student work, view computer screens, and monitor student behavior visually.
- Must be able to hear student questions and school announcements.
- Repetitive actions like typing, grading papers, writing on boards.
- Often sit for extended periods while planning lessons or grading but also stand or move frequently while teaching.
- Work is primarily conducted indoors in classrooms, often with limited temperature control in older buildings.
- Exposure to chalk dust, markers, cleaning supplies, and sometimes poor ventilation.
- Classrooms can be noisy during group work.
- Standard school hours, but teachers often work before and after school for planning, grading, meetings, or extracurricular activities.
- Evening or weekend work is common for lesson prep, grading, parent communication, or professional development.
- Managing behavior, supporting diverse student needs, and maintaining classroom engagement.
- Breaks are limited and structured around school schedules (e.g., lunch, prep periods).
- Constant interaction with students, parents, administrators, and colleagues.
- Must manage interpersonal dynamics, conflicts, and communications in a professional and respectful way.
Applicants must submit official transcripts, three professional references with at least one supervisory reference and a copy of the appropriate credentials as part of the application process.
As a condition of employment and prior to onboarding, the district will conduct a criminal history background check. The recommended candidate will be required to provide personal information necessary to complete the background check such as date of birth, gender, and race to remain in compliance with applicable laws and regulations.
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees in this job. Job description is sourced from employee interviews, internal documents, representative job descriptions in similar districts, and other state/federal agencies.
Rock Hill Schools provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.
Position Type: Full-Time
- Citizenship, residency or work visa required
- Human Resources
- Phone: 803-981-1000
- Email: Humanresources@rhmail.org
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