EDUCATION REGIONAL ACADEMIC CONSULTANT - 04092024- 56877

Job Information

LOCATION OF (1) POSITION TO BE FILLED: DEPARTMENT OF EDUCATION, CENTERS OF REGIONAL EXCELLENCE (CORE) DIVISION, HAMILTON COUNTY

Applicants should reside within the Southeast district as there will be frequent travel to the following school districts: Athens City, Bradley County, Cleveland City, Dayton City, Etowah City, Grundy County, Hamilton County, Marion County, McMinn County, Meigs County, Polk County, Rhea County, Richard City, Sequatchie County.

Working Title:

ELA CORE CONSULTANT - Southeast

For more information, visit the link below:
https://www.tn.gov/education/career-opportunities.html

This position is hybrid and will travel 65-80% between school districts in the Southeast region.

Qualifications

Education and Experience: Possession of a bachelor's degree from an accredited college or university, and a minimum of two years of full-time, pre K-12 teaching experience or higher education experience related to pre-K-12 instruction.

Necessary Special Qualifications: Applicants for this class must:

• possess a valid driver's license.

Examination Method: Education and Experience,100%, for Preferred Service positions.

Summary

Summary: Under general supervision, provides direct and indirect support to districts through academic and instructional consultation and advice to improve student achievement outcomes, and performs related work as required.

Distinguishing Features: This classification is not within a series. Incumbents in this classification are employed in the Center for Regional Excellence (CORE) unit within the Tennessee Department of Education (TDOE).

Responsibilities

Provide Consultation and Advice to Others:

• Serves as subject matter expert on state standards and priority academic initiatives for local education agencies (LEAs).
• Assists LEAs in effective implementation of priority academic initiatives to meet student achievement goals in overall growth and gap closure.
• Assists LEAs in developing concrete next steps and makes recommendations about specific academic areas in which to focus staff time.
• Assists LEAs in developing school schedules that maximize instructional time and target student learning.
• Assists LEAs in developing staffing patterns that best leverage staff expertise to meet student needs.
• Assists LEAs in developing instructional supports (such as pacing guides, curriculum maps, unit plans, etc.) to meet new standards.
• Assists LEAs in effective implementation of collaborative structures to advance student learning (including professional learning communities).
• Advises LEAs on the broad array of available instructional resources and how to critically select from them to best prepare their students.
• Advises LEAs on how to critically select from available training opportunities and supports based on their needs.
• Assists LEAs in making connections between priority initiatives and leveraging work in one area to help another (e.g., teacher evaluation to meet student achievement goals).
• Advises LEA and school leaders (e.g., supervisors, principals, and instructional coaches) on how to prioritize their time to maximize their impact as instructional leaders.

Communicating with Supervisors, Peers, or Subordinates:

• Collaborates with CORE directors on LEA planning processes and providing insight into particular strengths and gaps in content areas.
• Collaborates closely with the Tennessee Department of Education's divisions of curriculum and instruction, special populations, teachers and leaders, career and technical education, data and communications, and others to ensure aligned support for LEAs.
• Collaborates with other regional academic specialists to ensure aligned support in next steps and instructional strategies.
• Provides responsive and timely communication to colleague inquiries.

Communicating with Persons Outside of the Organization:

• Provides accurate information, helpful resources, training and support in specific content areas to LEAs as needed.
• Provides ongoing guidance to core coaches in the region to create innovative networks of support for teachers.
• Facilitates clear understanding of department initiatives by stakeholders (LEAs, schools, teachers, parents, community members).
• Provides responsive and timely communication to LEA inquiries.
• Coordinate and collaborate with TDOE contractors also providing support in LEAs and schools to ensure aligned support.

Selling or Influencing Others:

• Influences LEA and school leaders to see the value in key department initiatives and gain their understanding and commitment.
• Influences LEA and school leaders to adopt recommendations and action steps.

Developing Objectives and Strategies:

• Strategically matches districts and schools with peers based on areas of instructional need and strength, to facilitate peer learning and improvement.
• Strategizes with CORE teammates to provide aligned support towards meeting student achievement goals.
• Supports LEAs in leading change management.

Training and Teaching Others:

• Provides professional development based on specific state guidelines with fidelity.
• Supports LEAs in developing and carrying out effective professional development.
• Supports school leaders in understanding how to use assessment data to improve instructional practice.

Scheduling Work and Activities:

• Prioritizes time and effort strategically to provide differentiated support to district and school leaders in order to maximize impact.
• Organizes time and effort on an ongoing basis to reflect priorities and pressing LEA needs.

Analyzing Data or Information:

• Analyzes LEA student achievement data and other information about instructional practice to identify areas where the LEA is on track or off track towards meeting accountability goals.

Judging the Qualities of Things, Services, or People:

• Identifies best practices in district and school teaching and learning, including practices in instruction, staffing patterns, schedules, leadership, etc. in the CORE region and shares them with others across the state.

Updating and Using Relevant Knowledge:

• Maintains currency on new, evidence-based instructional practices and resources from experts and practitioners across the country.

Interpreting the Meaning of Information for Others:

• Supports districts in understanding student achievement data to inform instruction.

Establishing and Maintaining Interpersonal Relationships:

• Builds strong relationships with LEAs.

Getting Information:

• Gather information from formative and summative student achievement data, school schedules, staffing information, existing curricular materials.

Competencies

Competencies:

• Drive for Results. Excellence. Hold high standards for daily work and for reaching goals. Believe in the importance of continuous improvement, and constantly strive for a higher level of performance in all work.
• Perspective. Optimism. Believe in the potential of all Tennessee students to reach high levels of academic achievement.
• Decision Quality. Judgment, seek to make wise decisions. Seek input from diverse set of stakeholders. Use evidence to make decisions.
• Command Skills. Courage. Remain unwaveringly student-centered in our decision making, prioritizing the needs of students over the comfort of adults.
• Building Effective Teams. Teamwork. Strive to communicate effectively within teams and across teams, ensuring that we are successful in helping all Tennessee students reach their potential.
• Personal Learning. Seeks feedback in order to improve performance.
• Technical Learning. Quickly picks up on new instructional programs, initiatives, and practices.
• Approachability. Can work with a diverse group of stakeholders with varying levels of experience and fluency in instructional practice. Can build trust and influence others to adopt recommendations.

Knowledge:

• Knowledge of one or more specific academic content areas (including but not limited to math, reading, and English/Language Arts).
• Knowledge of evidence-based pedagogy in one or more specific academic content areas (including but not limited to math, reading, and English/Language Arts).
• Knowledge of how to identify specific student needs and provide effective instruction at all levels to advance the learning of a wide range of students.
• Knowledge of how to interpret summative and formative student achievement data.

Skills:

• Writing. Written communication
• Speaking. Verbal communication, including presentations.
• Social Perceptiveness. Interpersonal skills and building relationships.
• Persuasion. Persuasive speaking
• Critical Thinking
• Learning Strategies. Training and professional development
• Time Management. Organization and planning
• Analyze and interpret data.
• Service Orientation

Abilities:

• Speed of Closure. Ability to learn quickly and adapt to new information.
• Information Ordering. Ability to synthesize information.
• Deductive reasoning
• Inductive Reasoning. Goal orientation towards student achievement
• Category Flexibility. Flexibility in adapting to new situations.
• Detail orientation.
• Problem solving

Tools & Equipment

• Personal Computer
• Telephone
• Fax Machine
• Scanner/Copier
• Calculator

Other office equipment as required