Content Coach

After School Program – Content Coach

We hire for this position in Brooklyn, Queens, The Bronx, and Manhattan.

Openings vary across 30+ sites throughout the school year. Our complete list is /aces-sites.

For over fifty years, New York Junior Tennis & Learning (NYJTL) has honored its founder Arthur Ashe’s legacy by celebrating the diversity of children, encouraging them to reach their highest potential through free tennis and academic programs. NYJTL is the largest provider of youth tennis and education programs in the nation, providing services in 100 unique sites across all five boroughs while reaching nearly 90,000 kids.

In addition, NYJTL designed, funded (with NYC), built and operates the Cary Leeds Center for Tennis & Learning in the South Bronx. All NYJTL community tennis and after school programs are offered at no cost to its participants.

The mission of NYJTL is to develop the character of young people through tennis and education for a lifetime of success on and off the court. It believes life skills gained through tennis, academics, healthy living, and character development are a catalyst for long‑term achievement.

The Program Quality Coach is a site‑based leadership role responsible for the design, implementation, and oversight of high‑quality educational and enrichment activities in an after‑school program across 3 school sites. This role ensures that all program components align with DYCD requirements, New York State Learning Standards, and youth development best practices. Reporting to ACES Program Manager, the Program Quality Coach provides curriculum leadership, staff coaching, and continuous quality improvement to support positive academic and social‑emotional outcomes for youth.

• Design and oversee age‑appropriate, project‑based curricula in literacy, STEM, arts, leadership, and other enrichment areas, aligned with:
• DYCD COMPASS/SONYC framework
• NYS Learning Standards and SEL competencies
• Develop and maintain pacing guides, lesson plan templates, and unit plans for group leaders and activity specialists.
• Integrate social‑emotional learning, culturally responsive practices, and youth voice/choice into all activities.
• Coordinate academic support (homework help, tutoring, test prep) in collaboration with school‑day staff.

• Observe program activities regularly and provide constructive feedback, modeling, and coaching to group leaders and specialists.
• Lead weekly or bi‑weekly planning meetings with staff to review lesson plans, materials, and group management strategies.
• Provide training and professional development sessions on:
• Lesson planning and facilitation
• Classroom management and behavior support
• Youth engagement and trauma‑informed practices
• Inclusive practices for English Language Learners and youth with IEPs/504s
• Support staff in differentiating instruction to meet varied learning levels and needs.

• Implement DYCD‑required assessment tools (e.g., pre/post assessments, surveys, attendance analysis) to track youth progress and program impact.
• Review lesson plans and activity documentation for quality, alignment, and compliance with DYCD guidelines and SACC/DOHMH regulations.
• Use data (attendance, behavioral incidents, assessment results, observation notes) to inform program improvements.

• Promote a safe, inclusive, and supportive environment that reflects positive youth development principles.
• Support staff in implementing consistent behavior expectations, restorative practices, and de‑escalation strategies.
• Assist with intervention plans for participants who need additional academic or behavioral support, in collaboration with families and school partners.

• Collaborate with school‑day teachers, administrators, counselors, and support staff to align program academic support and homework help.
• Attend school meetings, grade‑team or support meetings as appropriate to coordinate support for participants.
• Represent the program professionally with all partners, including…