Technology and professional development is a top priority for the Chancellor and is integral to achieving the goals set forth in A Capital Commitment. DCPS believes in the power of technology and digital resources to accelerate student learning in all content areas. A variety of technology-enhanced learning models are being utilized in our schools. These experiences may involve curriculum delivered solely through computers or a hybrid learning situation that blends face-to-face instruction with the use of technology components. Rich digital content helps level the playing field and provides our students with opportunities and experiences beyond the traditional school definition. The goal of technology-enhanced learning is to provide students with high quality educational experiences.
The Office of Teaching and Learning supports technology integration and also implements a research-based coaching model designed to foster collaboration among teachers and provide differentiated support for individual teachers. School-based technology instructional coaches are drivers of this exciting innovation. In DCPS, school-based technology instructional coaches are charged with increasing student achievement by helping teachers improve their practice of integrating technology to support instruction, while addressing the National Educational Technology Standards. Managers train and support technology instructional coaches. They are responsible for training coaches, supporting them through regular communication and on-site modeling and observations, and nurturing their development by facilitating monthly coaching cohort meetings. During cohort meetings, coaches reflect on challenges and successes, engage in their own professional development, and share best practices. Mangers also implement district technology initiatives, including providing professional development centered on the National Educational Technology Standards. Managers spend approximately 80% of their time in the field directly supporting coaches and teachers. They spend approximately 20% of their time developing coaches' training materials and collaborating with other offices.
The Manager, Educational Technology reports to the Director, Educational Technology & Library Media Services.
Educational Requirements
Bachelor's Degree
Qualifications
The Office of Teaching and Learning supports technology integration and also implements a research-based coaching model designed to foster collaboration among teachers and provide differentiated support for individual teachers. School-based technology instructional coaches are drivers of this exciting innovation. In DCPS, school-based technology instructional coaches are charged with increasing student achievement by helping teachers improve their practice of integrating technology to support instruction, while addressing the National Educational Technology Standards. Managers train and support technology instructional coaches. They are responsible for training coaches, supporting them through regular communication and on-site modeling and observations, and nurturing their development by facilitating monthly coaching cohort meetings. During cohort meetings, coaches reflect on challenges and successes, engage in their own professional development, and share best practices. Mangers also implement district technology initiatives, including providing professional development centered on the National Educational Technology Standards. Managers spend approximately 80% of their time in the field directly supporting coaches and teachers. They spend approximately 20% of their time developing coaches' training materials and collaborating with other offices.
The Manager, Educational Technology reports to the Director, Educational Technology & Library Media Services.
Educational Requirements
Bachelor's Degree
Qualifications
- Bachelor's degree in education or technology related field, Master's degree in instructional technology preferred.
- Four to six years of teaching experience delivering and integrating technology in instructional programs for PreK-12 students, including special populations.
- At least two years of experience training teachers or other adults in the integration of technology for instruction and productivity using the following modes: modeling, one-on-one, small group, large group.
- A valid DC teacher license or full eligibility of teacher licensure.
- Experience providing leadership in planning for and integrating technology in instruction, including working collaboratively and communicating effectively with teachers, principals, and parents about technology integration in instructional programs.
- Experience evaluating software and media based on curriculum, learning styles, and instructional methodologies.
- Practical knowledge of instructional technologies in their assigned school(s), including troubleshooting hardware and software. Examples include:
- Macintosh and PC computers, peripherals, operating systems, and software;
- Computer networks;
- Web-based instructional applications; and
- Interactive whiteboards.
- Expert knowledge of research-based instructional practices, adult learning theory, elements of effective professional development, and instructional coaching or mentoring.
- Expert ability to analyze classroom practice, prioritize growth areas, and provide suggestions for improvement.
- Expert ability to facilitate learning experiences for adults.
- Ability to analyze data to inform next steps.
- Ability to build relationships.
- Excellent organization and strategic planning skills.
- Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
- Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
- Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
- Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
- Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.
- Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others
- Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.
- Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner.
- Plans and implements professional development aligned with the National Educational Technology Standards for Students, Teachers, and Administrators.
- Designs and implements technology instructional coach training (e.g., use of data, adult learning theory, effective facilitation, high impact instructional strategies, coaching competencies).
- Participates in routine school visits to model, observe, support, and provide feedback to instructional coaches.
- Plans and facilitates regular coach cohort meetings during which coaches share best practices, problem-solve, and receive additional training.
- Collaborates with principals and instructional superintendents to support technology coaches and technology initiatives.
- Collaborates with other DCPS offices to train and support technology coaches.
- Contributes to the development of, and implements, district-wide "Professional Development Days."
- Participates in trainings addressing DCPS initiatives, such as the Teaching and Learning Framework, the implementation of the Common Core State Standards, a district-wide ELA curriculum, a reading-across-the-content-areas initiative, and a 120-minute literacy block model.
- Assists in the dissemination of information from Central Office to the school level.
Notice of Criminal Background Check. In accordance with the Criminal Background Checks for the Protection of Children Act of 2004, this position has been designated and identified as one which requires a criminal background check and/or traffic record check. If you are tentatively selected for the position, a criminal background check and/or traffic record check (for positions which require the operation of a motor vehicle) will be conducted. A final offer of employment is contingent upon the receipt of a satisfactory criminal background check and/or traffic record check.
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