Student Success Coach $60,000 USD/year Pay is set based on global value, not the local market.
Most roles = hourly rate x 40 hrs x 50 weeks
Description
IMPORTANT NOTE: This position is hybrid and requires you to be physically located in Arizona.
Licensed educators seeking to move beyond traditional classroom management and directly impact student lives are encouraged to apply.
Imagine a role where your daily focus shifts away from lesson planning, lecturing, and grading—and centers entirely on coaching students to become self-assured, capable individuals.
Unbound Academy redefines education by design. This hybrid position supports a tuition-free virtual charter school in Arizona that replaces conventional worksheets with experiential learning and emphasizes personal development. Students complete their core academic work independently in two concentrated hours each day using AI-powered platforms. The remainder of their time is dedicated to building practical competencies through facilitated workshops, mentorship, and exploration.
Your role will not involve delivering scripted instruction or monitoring a digital classroom. Instead, you'll facilitate dynamic online sessions that encourage students to think critically, create, collaborate, and develop. You'll guide them through storytelling, entrepreneurship, wellness, and problem-solving activities while fostering independence, self-confidence, and executive function skills.
This opportunity is not designed for educators seeking to replicate conventional schooling in a virtual format. It requires licensed teachers prepared to relocate to Arizona, operate within a hybrid framework, and support students in ways that genuinely equip them for future success. If you're ready to move past administrative busywork and pursue the most impactful work of your teaching career, continue reading.
What you will be doing
- Facilitating engaging virtual workshops centered on essential life skills including communication, creativity, problem-solving, and self-direction
- Providing one-on-one and small group mentorship to cultivate confidence, accountability, and executive functioning in students
- Leveraging platform data and student indicators to tailor support and monitor development over time
- Working alongside fellow educators to design and refine project-based learning experiences
- Establishing a supportive, energetic environment where students feel valued, challenged, and inspired to advance
What you will NOT be doing
- Instructing core academic content; this is managed by adaptive AI tutoring systems
- Presenting scripted lectures or operating within a conventional classroom structure
- Evaluating worksheets, assigning homework, or developing standardized lesson plans
Key responsibilities
Foster student development and life preparedness by facilitating transformative, practical learning experiences in a hybrid, fully virtual educational environment.
Candidate requirements
- Available to begin on August 1st, 2026
- Current U.S. teaching certificate from any state, or an expired certificate that qualifies for reinstatement, transferable to Arizona
- Minimum of 1 years of teaching or tutoring experience in virtual or online environments using videoconferencing tools (Zoom, Google Meet, Microsoft Teams) and learning management systems (Canvas, Google Classroom, or equivalent)
- At least 1 years of experience in mentoring, coaching, tutoring, or facilitating programs for youth aged 8–14
- Received education (K–16) within U.S., Canadian, or U.K. school systems
- Demonstrated virtual presence and confidence facilitating student engagement via video
- Open to working in a hybrid capacity in Arizona
Applying for a role? Here’s what to expect.
Crossover's skill assessment process combines innovative AI power with decades of human research, to take the guesswork, human bias, and pointless filters out of recruiting high-performing teams.
Chat-style screening interview.
Cognitive aptitude test.
Prove real-world job skills.
Interview with the hiring manager.
Pass proctored test.
Accept job offer.
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