- Serve as model for instructional best practices
- Mentor instructional staff for 2 content areas ensuring that each teacher is regularly observed and given substantive feedback
- Actively monitor and analyze scholar achievement in classrooms
- Maintain knowledge of scholars' progress against school goals
- Accurately analyze student achievement from DC BAS, DC CAS, MAPP, and curricular assessments
- Identify trends across teachers, grade levels, content areas and student sub-groups
- Assist with the creation of assessment data reports for the school.
- Inform strategic planning of the professional development calendar
- Effectively plan and lead staff learning experiences through professional development (PD Calendar Days, CHALC, Summer Institute)
- Support a collaborative culture amongst teachers
- Execute the coaching model with individual teachers, such that teachers are progressing in their professional growth goals
- Encourage data driven instruction
- Actively participate in the recruitment and hiring process of mission-driven and focused instructional staff
- Meet or exceed expectations for modeling Chavez's mission, vision, and core values; intervene when core values are breached
- Model sense of urgency, accountability, efficiency, and critical thinking
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Instructional Lead Teacher
Position Summary: Teacher leadership is a critical element for whole-school capacity building in order to increase student and educator learning and the successful implementation of the Chavez curriculum, mission and vision. Instructional Lead Teacher will influence decisions that impact instruction.
Primary Accountabilities
· Fosters Collaborative Culture of Continuous Improvement to Support Educator Development and Student Learning Models effective teaching practices and consistently maintains an exemplary classroom environment
· Works collaboratively with the principal, technology coordinators, other school administrators, cross campus leadership, and Home Office Academic Team to build instructional capacity by providing information, mentoring, cognitive coaching, modeling, facilitating meetings, and problem solving around the curriculum, instruction and assessment
· Meets regularly with Home Office Academic Team to reflect and receive direction, design and deliver professional development related to Academic Team's initiatives
· Keeps colleagues focused on teaching and learning within the context of real classrooms
· Develops a culture of discussion amongst team and colleagues of relevant issues - "Schools that learn are schools that talk"
· Acts as contact person for notification of learning opportunities for their content area
· Initiates and follows-through on self-regulated growth plan based on Teacher-Leader Model Standards
· Promotes the Use of Research and Data for School Improvement
· Collects, interprets and uses data (including strengths, needs, challenges and local resources) to improve instruction
· Helps staff analyze data to make decisions
· Influences grading and instructional decisions based on research and data at both the teacher and administrator levels
Requisite Skills
· Curriculum, Instruction and Assessment - Knowledge of research-based lesson planning, choices about instructional models and establishment of a positive learning environment. An appreciation for the richness and diversity of content accessible through technology, and the power of technology to both broaden the methods of instruction and the modes of assessment.
· Leadership - Includes skills, knowledge, and sensitivities relevant to moderating discussion and decision-making, coaching teachers for improvement as well as some familiarity with different types of governance structures in schools and other organizations.
· Growth/Solutions Oriented Mindset – Demonstrated belief in the ability of our scholars and the willingness to address comments, actions and behaviors that hinder whole school progress and student growth. Desire to reflect and establish growth targets based on the Teacher-Leader Model Standards.
· Data Collection - Knowledge on the collection, interpretation and use of artifacts from all educators in the school.
· Grasp of Issues in Change - Some knowledge of the history of school reform movements, managing change strategies and the prevailing resilience to change. Vision for establishing Chavez as a premier choice for students in the District of Columbia
Requisite Qualifications
· Bachelor's degree and designation of Highly Qualified status as defined by NCLB
· Minimum of 3 years of classroom teaching experience
· Demonstrated success mentoring teachers
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Special Education Coordinator
The function of the School-Based Special Education Coordinator is to ensure student's with disabilities are provided a free and appropriate education in compliance with the Individuals with Disabilities Education Act (IDEA), DC Municipal Regulations, and other state policies and procedures at the school-based level.
Primary Accountabilities
· Refer evaluations to and schedule meetings with DCPS. Track evaluation timelines and escalate as needed to Program Director
· Monitor service provision of contracted service providers
· Manage all aspects of documentation pertaining to students with IEPs, including but not limited to:
o Obtaining complete and updated paperwork for all new students
o Scheduling and facilitate MDT meetings (annual, tri-annual, eligibility, Student Evaluation Plan, 30-day review, Manifestation Determination Reviews,etc)
o Ensuring student documentation is in compliance.
o Scheduling triennial evaluations and MDT meetings
· Facilitate evaluations and contracted service delivery
· Work with culture staff to schedule and hold manifestation determination meetings, as needed
· Coordinate extended time and read-aloud services for interim exams
· Coordinate accommodations for testing
- Provide instructional support to general and special education educators in the co-teaching environment. Support co-teachers to be an effective team; help them negotiate issues, plan together, and implement effectives plan collaboratively
- Monitor and document teacher progress
- Engage in mentor teacher coaching sessions
- Provide on-going feedback to campus leadership regarding instructional performance of Special Education Teachers
- Provide weekly forum with the Special Education Teachers to address upcoming MDT meeting, communicate department strengths and concerns, address SPED teacher concerns, and communicate other issued as needed
- Maintain special education inventory of materials utilized by the SPED program and oversee ordering of needed materials to ensure ongoing compliance
- Comply with all LEA/SEA iniatives and guidelines
Qualified candidates, please apply onlne at www.chavezschools.orgTerri L. Smyth-Riding, PHR
Director, Human Resources
Cesar Chavez Public Charter Schools
202.547.3975 ext. 19 (office)
410.733.2756 (mobile)
...you shouldn't go through life with a catcher's mitt on both hands; you need to be able to throw something back
- M. Angelou
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