PURPOSE: Support the Assistant Superintendent of Teaching and Learning, PreK-12 Director and Assistant Director of Teaching and Learning and Building Principal in instructional development/change management and school-level continuous improvement to drive academic achievement for all students. Specific content expertise and requirements are necessary to address the needs within a portfolio of schools.

QUALIFICATIONS:

• A minimum of 5 years of classroom teaching experience
• A minimum of 3 years of experience working with adult learners, including coaching, and designing and facilitating professional development to classroom teachers and school leaders
• Teaching experience in the related content area of support
• Ability to use multiple data sources to set measurable goals and strategically plan to complete the goals

• Ability to drive the creation of relevant reports, presentations and materials to share on sustainable approaches for teaching and learning improvement
• Ability to track and analyze key data to make short and long-term recommendations for teaching and learning improvement
• Ability to define problems, analyze data and develop action plans as part of a continuous improvement cycle aligned to teaching and learning improvement in a portfolio of schools
• Excellent communication skills: writing, speaking and listening
• Endorsement in related field required
• Experience with curriculum mapping, unit planning, and formative progress monitoring
• Knowledge of research-based school improvement models and strategies
• Experience and knowledge of Rti/MTSS

• Positive energy
• Ability to handle stress

EDUCATION REQUIRED:

• Graduation from an accredited college or university with a master’s degree in Education in the related content area of support preferred
• Education background in the related content area of support

• Curriculum and Instruction degree preferred
• Educational Leadership degree or program completion preferred
• Project-Based Learning experience preferred
• Montessori education experience preferred
• STEAM education experience preferred
• English Language Learners experience preferred

LICENSURE:

• Valid standard teaching license (Type 03, Type 09, or Type 10) issued by the Illinois State Board of Education with appropriate grade level and content level endorsements

• Type 75 License issued by the Illinois State Board of Education (or equivalent license from outside Illinois), preferred
• Additional licensure, experience, and expertise may be required

REPORTS TO:
P-12 Director of Teaching and Learning, Assistant P-12 Director of Teaching and Learning
and Building Principal

MAINTAINS LIAISON WITH: Central Administration

School Staff

DUTIES & RESPONSIBILITIES:

(The following are the essential fundamentals to include but not limited to the following job duties.)

Under direction and guidance of the Assistant Superintendent of Teaching and Learning, PreK-12 Director and/or Assistant Director of Teaching and Learning and/or School Building Principal and/or Designee:

• Implement a school strategic action plan and continuous improvement strategies to drive academic improvement in a portfolio of schools by working with classroom teachers, school-based Instructional Leadership Teams, and school administrators.
• Build day to day instructional capacity of classroom teachers and school administrators in a portfolio of schools to deliver core district priorities aligned to teaching and learning.
• Strategically create and implement a plan to increase student achievement in mathematics.
• Play an integral role in the efforts to horizontally and vertically align mathematics curriculum and oversee math progress monitoring in a portfolio of schools.
• Support the development of high-quality/effective math instruction in all schools assigned.
• Observe and coach developing math teachers to improve instructional planning, teaching practice, and the use of data, assessment, and instructional technology.
• Work with math teachers to refine and develop common standards-based pacing plans, mid-year, and end of year common assessments for each grade level (when applicable).
• Work with various teams to facilitate analysis of data provided by diagnostics, common assessments, and formative assessments.
• Help teacher teams develop both school-wide and classroom intervention plans.
• Work with school administrators to develop policies and school structures that facilitate the improvement of math instruction and the appropriate interventions and supports for students.
• Support and deliver guidance on literacy using 21st Century learning techniques.
• Continuously monitor, track and analyze student achievement data in order to identify needed supports and strategies.
• Provide differentiated teaching and learning support by working directly with teachers in the classroom to model effective, research-based instructional practices, by working collaboratively with grade level teams to drive data-informed instructional planning, and by working with school-based leadership teams to actualize CCSS implementation at the classroom level.
• Consult and collaborate with Principals, Assistant Principals, and school-based Instructional Leadership Teams as needed to develop data-informed strategies to support teaching and learning improvement. These strategies include (but are not limited to): curriculum development, professional development plans, direct support to classroom teachers, student outcome progress monitoring, and student intervention plans.
• Prepare and present progress monitoring reports to the Assistant Superintendent of Teaching and Learning, PreK-12 Director and/or Assistant Director of Teaching and Learning and/or Designee which will include but not limited to: identifying information of teachers within the portfolio of schools, grade levels of teachers assigned and specific timelines of support provided for teaching and learning improvement, outcomes of teaching and learning support provided to teachers and administrators.
• Perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions.
• Apply assessment instruments; coaching skills; training and workshop skills; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records.
• Perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions.
• Perform the functions of the job which include but are not limited to: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of Essential Functions Adapts classroom activities, assignments and/or materials under the direction of the supervising teacher for the purpose of supporting and reinforcing classroom objectives.
• Assure that students are identified as Tier II or Tier III for the purpose of receiving additional instruction in mathematics.
• Collaborate with other student support services for the purpose of coordinating interventions and student support.
• Collaborate with instructional staff and students in developing plans for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.
• Participate in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions.
• Research best practices in mathematics instruction for the purpose of providing current methods and instructional techniques.
• Support classroom teachers for the purpose of assisting them in the implementation of established curriculum and/or individual student plans.
• Work with building administrators to maintain a comprehensive tiered identification process for the purpose of providing help to students who need additional support to achieve academic success.
• Perform other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
• Schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment.
• Be flexible when working with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods.
• Work with a diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment.
• Problem solving is required to analyze issues and create action plans.
• Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate.
• Support and lead the design, delivery, and facilitation of teacher professional development and learning communities.
• Implement the continuous improvement to affect significant, trackable improvement in teacher performance and student achievement.
• Plan the necessary time, resources, and materials to support accomplishment of education goals.

TERMS OF EMPLOYMENT:

The Teaching and Learning Strategist is subject to the collective bargaining agreement for teachers.

EVALUATION:

Performance of this job will be evaluated in accordance with the provisions of the Board of Education policy on the evaluation of teachers.

PHYSICAL DEMANDS AND WORKING ENVIRONMENT:

The conditions herein are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential job functions.

PHYSICAL DEMANDS:

While performing the duties of this job, the employee is regularly required to use repetitive hand motions, including prolonged use of a computer terminal. The employee is frequently required to sit, see, talk, and hear. The employee is occasionally required to stand and walk. The employee must frequently lift and/or move up to 20 pounds. Specific vision abilities required by this job include close vision, depth perception, and ability to adjust focus with or without correction. Hear in the normal audio range with or without correction.

MENTAL DEMANDS:

While performing the duties of this job, the employee regularly is required to compare, analyze, communicate, coordinate, instruct, synthesize, evaluate, use interpersonal skills, compile, and negotiate. The employee frequently is required to compute. The employee occasionally is required to copy.

WORK ENVIRONMENT:

The noise level in the work environment is usually moderate. The job is performed under minimal temperature variations and a generally hazard free environment.


Decatur Public Schools is an equal employment opportunity employer with an affirmative action plan.