Network Instructional Coordinator- Secondary Literacy & Social Studies

JOB GOAL: 

Serves as a full-time instructional/content support for networks in LRSD. Support teacher leaders assigned to schools as they support classroom instruction, collaborative planning, and the use of district curriculum. Participate in work to revise and/or create curriculum frameworks, pacing guides, and curriculum-based assessments for their respective grade level and/or content areas. Provides district-wide training and support to teachers on curriculum utilization.

TERMS OF EMPLOYMENT:

Salary Schedule: 801  Range 123 $56,667 - $98,458 – a 10.5-month (210 days) position on the Administration Pay Scale. 

NOTE:  Precise placement on the salary range will be based on experience and education. FLSA: Exempt Revised Job Posting.

Work Days/Work Hours:  5 days/8 hours per day

ESSENTIAL DUTIES & RESPONSIBILITIES:

The following statements of duties and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position. These statements are not intended to be an exhaustive list of all duties and responsibilities required of all personnel within this position.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. The statements below are intended to describe the general nature and scope of work being performed in this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

The incumbent will perform content Specific duties relative to the incumbent’s specific assigned focus area:

• The incumbent will perform content Specific duties relative to the incumbent’s specific assigned focus area:

  • Literacy & Social Studies Secondary 

   

  • Create an atmosphere of excitement about the importance of learning, the significance of the content, and the capacity of students to master the materials 
  • Affirm students’ humanity: their culture, histories, interests, concerns, intellectual potential, and sense of purpose
  • Create challenging learning environments that support not only the development of intellectual skills and traits (e.g., autonomy, curiosity, academic tenacity, and reflection) but also social and emotional ones (e.g., self-regulation) that are essential to the development of the whole child, including identity and purpose development, social awareness and relationship skills, and responsible decision-making
  • Support students as they develop and practice compassion, empathy, honesty, respect for others, wisdom, courage, and a sense of justice.
  • Work collaboratively to ensure the effective delivery of the curriculum.
  • Supports instructional practices that are effective in meeting student needs.
  • Support the monitoring of instruction and use of data for addressing the needs of students at all levels.
  • Incorporate ideas and concepts from the curriculum into explanations; relate student learning to previous learning or real-world experience.
  • Dedicated to the ongoing and deliberate process of growth and evolution and active in professional organizations in the school, the district, and beyond.
  • Displays leadership that first considers students, then staff.
  • Models effective practice through continuous learning and improving from a research orientation.
  • Supports educators’ learning best practices to improve instruction.

Requirements are representative of minimum levels of knowledge, skills, and/or abilities. To perform this job successfully, the incumbent will possess the abilities or aptitudes to perform each duty successfully. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions.

MINIMUM QUALIFICATIONS:

• A master's degree and certification in the respective content area (i.e., elementary education, math, science, social studies, etc.) per the job title are required.
• A valid Arkansas educator license for the assigned content area/grade level is required.
• A Master's Degree or higher with a Curriculum Supervisor, district-level, or building-level certification issued by the Arkansas Department of Education is preferred. 
• At least three (3) years of successful teaching experience. 
• Display a solid knowledge of the important concepts in the discipline.
• Demonstrate a strong understanding of effective pedagogical approaches in the discipline.
• Understand student development—what they know and can do within the discipline, as well as their race, culture, ethnicity, background, and interests.
• Ability to support the preparation of instruction that sets high expectations for every student including sound assessment methods and expertly structured lessons to support all students’ engagement with content.
• Encourages a systematic plan for the use of existing resources.

Such alternatives and additions to the above qualifications may be deemed appropriate by the Superintendent. Such alternatives to the above qualifications as the Board may require.

Mental Functions, Physical Requirements, and Working Conditions:

While performing the duties of this job, the employee is regularly required to sit, stand, walk, go up and down stairs, operate foot and hand controls, use a telephone and write. Occasionally the employee must lift and/or move up to twenty (20) or more pounds. This position requires accurate perceiving of sound, near and far vision, depth perception, handling and working with educational materials and/or objects, and providing oral information. Must have the ability to work for the duration of the daily contracted time period, and to be physically present and at assigned work, with only infrequent unexcused absences, during the contract year. Additional technical skills, knowledge, and abilities may be recommended by immediate supervisor and approved by the Human Resources Director.

PHYSICAL REQUIREMENTS (Describes physical conditions of this position):

Sedentary Work Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently to lift, carry, push, pull, or move objects. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met.

Light Work Exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force frequently. If the use of arm and/or leg controls requires exertion of forces greater than that for sedentary work and the worker sits most of the time, the job is rated as Light Work.

Medium Work Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.

Heavy Work Exerting up to 100 pounds of force occasionally, and/or up to 50 pounds of force frequently, and/or up to 20 pounds of force constantly to move objects.

Very Heavy Work Exerting in excess of 100 pounds of force occasionally, and/or in excess of 50 pounds of force frequently, and/or in excess of 20 pounds of force constantly to move objects.

PHYSICAL ACTIVITY:

(Physical activities of the job are listed below and are with or without accommodations for disabilities for this position. The frequency of each applicable activity is noted according to the following: R = Regularly; F = Frequently; O = Occasionally, S = Seldom)

R Sitting Resting with the body supported by the buttocks or thighs.

O Standing Assuming an upright position on the feet, particularly for sustained periods of time.

O Walking Moving about on foot to accomplish tasks, particularly for long distances.

S Climbing Ascending or descending ladders, stairs, scaffolding, ramps, poles, etc. using feet and legs and/or hands and arms.

O Balancing Maintaining body equilibrium to prevent falling when walking, standing or crouching on narrow, slippery or erratically moving surfaces.

O Bending Lowering the body forward from the waist.

O Stooping Bending body downward and forward by bending spine at the waist through the use of the lower extremities and back muscles.

O Kneeling Bending legs at knee to come to a rest on knee or knees.

O Crouching Bending the body downward and forward by bending leg and spine.

S Crawling Moving about on hands and knees or hands and feet

S Twisting Moving body from the waist using a turning motion.

F Reaching Extending hand(s) and arm(s) in any direction

O Pushing Using upper extremities to press against something with steady force in order to thrust forward, downward or outward.

O Pulling Using upper extremities to drag, haul or tug objects in a sustained motion.

F Lifting Raising objects from a lower to a higher position or moving objects horizontally from position- to-position through the use of the upper extremities and back muscles .

R Finger Dexterity Picking, pinching, typing or otherwise working primarily with fingers rather than with the whole hand or arm.

R Grasping Applying pressure to an object with the fingers and palm.

R Feeling Perceiving attributes of objects, such as size, shape, temperature or texture by touching with skin, particularly that of fingertips

R Repetitive Motions Substantial and continuous movements of the wrists, hands, and/or fingers.

R Talking Expressing or exchanging ideas by means of the spoken word. Those activities in which detailed or important spoken instructions must be conveyed accurately, loudly or quickly.

R Hearing Acuity The ability of perceive speech and other environmental sounds at normal loudness levels.

R Visual Acuity The power to see at a level which allows reading of numbers and text, operations of equipment inspection of machines, etc.