Elementary School Counselor Curriculum Facilitator

Position Title: Teacher Leader – Curriculum Facilitator

Summary (Job Goal): Implement new curriculum for his/her building. Discuss, design and provide district professional development and training.

Essential Duties and Responsibilities: (Other duties may be assigned.)

• May work 1 additional contract day either in June, or August, as determined by the Directors of Teaching and Learning/Student Support Services


• Work with the Directors in selecting and implementing standards and curriculum


• Provide support in buildings for teachers implementing/teaching curriculum


• Model or co-teach sample lessons


• Attend trainings and/or meetings with substitute release and/or outside of contract hours as directed)


• Presents/facilitates professional development with building staff as directed/needed

Supervisory Responsibilities:
n/a

Minimum Education or Experience:
B.A. or B.S. degree.
Minimum of three years teaching experience and at least one year of experience with the Linn-Mar Community School District.

Licensure or Certification:
Holds and maintains a valid Iowa Teaching License appropriate to the position.

Knowledge, Skills and Abilities: (To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed here are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)
Competency in the areas of teacher leadership, content pedagogy, general teaching knowledge, and knowledge of students and teachers as adult learners; willingness to learn new skills and knowledge to enhance instructional skills; ability to help teachers and students learn, assess and anticipate change.

Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.

Ability to access information and resources, create and critically investigate multiple ideas, instructional and curricular strategies, and make decisions that effectively address a variety of teacher and student learning styles.

Ability to demonstrate expertise in multiple aspects of planning and a commitment to experimentation and risk taking with emerging strategies for learning.

Ability to assess the strengths, needs, interests, and aspirations of teachers and students; willingness to hold high expectations for teacher and student performance and behavior; ability to set achievable instructional goals, monitor and evaluate teacher and student progress; ability to be resourceful in responding to the changing needs of teachers and students and their community.

Ability to recognize the relationships between self and others; accept responsibility for contributions to teachers and students, the district, and the community; willingness to actively participate in improving self and professional skills.

Ability to effectively listen, speak, write, read, and respond clearly to teachers, students, parents, community members, and to each other; ability to use a variety of media and technology to enhance communications.

Ability to use interpersonal skills to frequently communicate with and develop constructive relationships with teachers, students, parents, colleagues, and community groups; willingness to provide a high level of service and response to the diverse needs of the district’s customers. Willingness to attribute successes to colleagues and team mates.

Ability to function effectively as part of a teaching team, support peer teachers, plan collaboratively, and work constructively with teams to solve problems that arise.

Ability to guide the learning process toward the achievement of district approved educational goals; ability to establish clear objectives for all lessons, units, projects, and the like in harmony with the educational/curricular goals.

Ability to work within and promote a fair, supportive and inclusive work and learning environment.

Ability to encourage and implement policies, practices, and procedures which create a positive atmosphere conducive to learning; willingness to assist the administration in governing student life and conduct in maintaining a safe environment; ability to develop reasonable rules of classroom behavior and maintain order in a fair and just manner.

Physical Demands: (The physical demands described here 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 functions.)
While performing the duties of this job, the employee is regularly required to sit, stand, speak, hear, see, and walk to carry out routine duties. Must be able to bend arms, torso, and neck. Must be able to occasionally lift, move, or push items of 50 lbs such as assisting children or moving/rearranging furniture. Specific vision requirements include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. Must be able to supervise students in all types of weather, meet multiple demands from several people, and interact with the public and other staff.

Work Environment: (The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)
Noise level is quiet to loud. Work may be indoors and/or outdoors. Work may be in non-air conditioned rooms. Tobacco and alcohol-free environment. Fast-paced atmosphere with constant contact with students, staff, or the public. May include evenings. Direct responsibility for the safety, well-being, and work output of student.