Job Details
POSITION TITLE: Special Education Curriculum Facilitator (Part-Time) IMMEDIATE SUPERVISOR: Director of Special Education, Assistant Director of Special COMPENSATION:Teacher Contract JOB PERFORMANCE GOAL: Serves as a Special Education data coach and professional development coach focused on increasing the academic achievement for special education students. Through engagement in collaborative inquiry and the principles of facilitating data-driven dialogue, the coach will build capacity with educators to sustain the District and school turnaround efforts. The coach will organize and facilitate data meetings that concentrate efforts on planning for data-driven instructional decisions within the classroom. Coaches will provide professional development, through a variety of formats, as a way to offer on-going support of school goals and student needs. BASIC FUNCTIONS: Assist and support educators in using collaborative data inquiry to drive continuous improvement of teaching and learning ensuring equity for all students. Provide support to educators in the interpretation and use of the various sources of data accessible (formative & summative, anecdotal, observational, behavior logs, student work samples, etc.) to inform instructional practices. Assist and support building level Special Education staff in the implementation of curriculum and instruction at the building level by sharing proven instructional strategies and materials. Develop a culture of purposeful collaboration among all educators to sustain the school improvement efforts around the content areas of reading, language arts, writing, mathematics, problem-solving/critical thinking, and communication skills. Support the successful alignment and implementation of both the District and school improvement plans with the goal of creating a high performing school; holding firmly to the fidelity of the programming. Possess the knowledge of various evidence-based instructional coaching approaches. Willingess to work additional days outside out what is contracted. ESSENTIAL FUNCTIONS: Monitor all data and works directly with teachers, under the supervision of the principal, to offer effective and specific teaching methods and theory. Demonstrate and model exemplary, research-based classroom literacy and math practices. Work with teachers individually, in collaborative teams, and/or with departments, providing practical support on a full range of reading, writing, language arts, math, problem-solving and communication strategies. Facilitate the work of data teams to build capacity for all to be data literate. Possess a strong working command of the analysis of data including interpreting data results, reviewing trends, looking for patterns to identify student's strengths and areas of growth, and sharing it with data teams through an approach that all can make sense of it, and furthermore, respond in ways that positively impact student outcomes. Convene data teams, plan data meetings, and guide the team through the process of data-driven dialogue around student data. Provide and orchestrate responsive, school-based professional development (job-embedded coaching, professional learning communities, book studies, etc) based on student data and adult learning needs. Develop and support a strategic plan for improving classroom instruction in the areas determined by the school's key goals. Provide leadership and model "lead learning" practices across the school community. Provide data management training, collection, and processing with school staff. Help monitor Special Education inventory and share in the responsibilities of maintaining Special Education compliance. Other duties as assigned based on the guidelines of Special Education. SPECIAL CHARACTERISTICS OF THE POSITION: Minimum Qualifications: Five (5) years of effective classroom teaching experience Proven leadership ability Ability to organize, plan and implement effective professional development based on the needs of students and teachers Knowledge of the collaborative instructional model Participate in monthly meetings with building principal Required participation in professional development during the school year and summer, Appropriate licensing Additional Qualifications and Training Preferred: Reading Endorsement Tyner Training Reading Recovery Training Wilson Fundations Training Previous Coaching Experience Coaching for Results Best practices in Math Lucy Calkins Writing NWEA Working Relationships: Principal, Director of Special Education, Collaborative Teaching Groups, Parents, Community Service Providers Working Conditions: Mental Demands: calculating, comparing, problem-solving, evaluating, interpreting, organizing, consulting, analyzing, planning, documenting, specifying, coordinating, implementing, and presenting. Physical Demands: sitting, standing, crouching, kneeling, reaching, climbing stairs, adjusting, connecting, lifting, carrying, and/or moving up to 40 lbs., bending, keyboarding, pulling, pushing, balancing, writing, walking, and operating equipment. Environmental Conditions: mostly inside but can be exposed to extreme weather conditions if traveling, wet and/or slippery surfaces, exposure to communicable diseases, and working alone. Must hold a valid driver's license and be able to drive to meetings or work sites before, during, or after the normal working day. " />