2024-2025 Title I Instructional Specialist - Scottsdale, United States - Scottsdale USD 48

Scottsdale USD 48

Verified Company

Scottsdale, United States

3 weeks ago

Posted by:

Mark Lane

beBee recruiter

Description

PAY GRADE:
Certified Salary Schedule

FLSA STATUS:
Exempt

POSITION OBJECTIVE:

The job of a school-based Title I Instructional Specialist involves working collaboratively with their site principal(s) and teachers and with district level personnel to support the teaching, learning and instructional programs at their assigned campus.

DUTIES & RESPONSIBILITIES:
(These duties are a representative sample; position assignments may vary.)

Persons working as Title I Instructional Specialists will be supported by and report to both their site's principal and district level administrators.

Instructional Specialists will collaborate with other specialists across the district to further their professional learning and refine their instructional and coaching skills.

Instructional Specialists have complex, multi-faceted roles that will largely be determined by the unique needs and school improvement goals of the site to which they are assigned.

These multi-faceted roles may include (but are not limited to) the following:

Program Implementation and Compliance - Working closely with district Title I staff to ensure program compliance, completion of required reports, needs assessments, budgets, parenting program compliance and organization of special events, as well as attending necessary trainings and meetings

Learner Facilitator - Coordinating, designing, facilitating and/or evaluating collaborative, job-embedded, standards-based professional development aligned with school improvement goals

Resource Provider - Locating information, resources and equipment to support instruction

Data Coach - Assisting teachers in looking at multiple forms of student achievement data, perception data, demographic data, and school process data to drive instructional decisions at the school level and the classroom level

Curriculum Supporter - Developing and supporting teachers' content knowledge and working with district level curriculum specialists in the implementation of adopted curriculum

Instructional Supporter - Supporting teachers in selecting effective, research-based instructional strategies to meet the varied learning needs of their students _ aligned with school improvement goals; Working directly with students in instructional settings, including small groups and with individuals

Classroom Supporter - Modeling or conducting demonstration classrooms, co-teaching, or observing and giving non-evaluative feedback on instruction or management

Mentor - Supporting teachers new to the profession and supporting the teachers with experience that may be new to a campus or grade level or content area

School Leader - Collaborating with assigned school's formal leadership to plan, implement and assess school change initiatives

Catalyst for change - Support and influence positive change on their assigned campus

An instructional coach supports teachers in the following ways:

Providing strategies for improving classroom management
Discussing strategies for increasing learner engagement
Collaborating before and/or after lessons
Cocreating assessments
Coplanning a lesson or instructional unit
Coteaching a lesson
Facilitating protocols for looking at student work/data
Strategies for differentiating instruction
Facilitating study groups with teams of teachers
Demonstrating lessons
Lessons studies (plan, teach, reflect cycle)
Arranging for teachers to observe one another
Supporting the site's Title I Continuous Improvement Plan
Other duties as assigned

EDUCATION & EXPERIENCE (positions in this class typically require):

Bachelor's degree or higher from an accredited institution
Master's degree preferred
Arizona teacher certification aligned to grade levels where assigned
Minimum five years successful teaching experience preferred
Reading endorsement preferred
Commitment to lifelong learning
Knowledge of and experience demonstrating best practice research strategies
Active participation in school improvement initiatives
Evidence of teacher leadership within the school and/or district
Proficient in using technology (specifically Excel at some sites)

KEY COMPETENCIES (position requirements at entry):

Self-motivation
High energy level
Verbal and written communication skills
Attention to detail
High work standards
Problem solving
Decision making
Organizing and planning
Learning orientation
Critical thinking
Stress tolerance
Flexibility
Adaptability
Initiative

PHYSICAL REQUIREMENTS:

Positions in this class typically require: stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, finger dexterity, grasping, talking, hearing, seeing, and repetitive motions.

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.

NOTE:

The above job descriptio