- Cultural Competence
- High Expectations for Every Student
- Quality Instructional Practice
- Team Collaboration
- Resilience & Results Orientation
- Student & Family Engagement
- Data Proficiency
- Self-Awareness & Growth Mindset
- Specific purpose for data review and understanding of which data are most relevant
- Use of both cross-group and in-group analysis of qualitative and quantitative data sources
- Consideration of historical marginalization and intersectionality
- Teacher Certification in with the ability to teach 6-8 or 6-12
- Minimum of three years classroom teaching experience in the middle school setting
- Demonstrated commitment to supporting staff with an anti-racist, culturally responsive, and inclusive teaching practices
- Demonstrated knowledge of the Common Core State Standards and experience planning assessments for learning with these standards
- Experience coaching or other leadership roles working with teachers to develop and implement standards-based curriculum, instruction, and assessment practices
- Ability to manage numerous priorities within and across multiple work locations
- Demonstrated knowledge of supports for academic, social, emotional, and behavioral needs for students with advanced learning needs
- Demonstrated ability to work collaboratively with principals, staff and families in order to solve challenges and implement change in accordance with department and district initiatives
- Excellent written and oral communication skills
- Passion for connecting and cultivating strong relationships with scholars, especially our 6th grade scholars entering the school community
- Supplemental Gifted and Talented licensure is preferred
- Teacher Certification in MS Content areas, Secondary Level (DPI license 1400)
- Instructional Leadership experience across grades levels, 6-12
- Bilingual candidates are encouraged to apply
- ESL Teacher Certification (DPI license 1395)
- Training with AVID strategies for supporting disciplinary literacy
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23-24 - Whitehorse - Advanced Learning Specialist - 0.5 FTE (20 HPW) - Madison, United States - Madison Metropolitan School District
Description
Whitehorse - Advanced Learning Specialist - 0.5 FTE (20 HPW)
Whitehorse Middle
Madison Metropolitan School District
Advanced Learning Middle School Specialist Job Description
The vision of the Madison Metropolitan School District is that every school will be a thriving school that prepares every student to graduate ready for college, career and community. To make our vision a reality, we are a values-driven organization from the classroom to the boardroom. The values articulated in the represent our commitment as an educational institution to anti-racism, inclusion and alliance to all children and their families. These values drive decision making at every level across our district.
Advanced Learning Equity Vision
The vision of the Advanced Learning (AL) Department is to create and implement systems and structures that fully support the identification and development of all students with potential advanced learning needs, and in particular African American and Hispanic/Latinx students.
The AL Department is committed to removing systemic barriers and guarding against bias in the identification and support of all students, with an explicit focus on better serving traditionally underrepresented students. The AL Department has the opportunity and the moral obligation to ensure that students are provided with equitable access to instructional support and services.
Position Title : Elementary Advanced Learning Specialist
Department : Teaching and Learning
Reports To : Director of Advanced Learning
Work Hours: 192 days contract
Competencies
Essential Functions
The role comprises a specific percentage split between one, two or three schools (based on enrollment) for the full-time allocation, though the exact schedule within the work day will remain flexible.
The Advanced Learning (AL) portion of this role entails collaboration with principals, instructional coaches, and teachers under the direction of the Director of Advanced Learning. The primary role of the AL Specialist is to support the education of students with advanced learning needs in a variety of ways including coaching, professional development, and direct intervention with students to support systemic access to advanced curriculum and instruction in the five domains outlined by the State of Wisconsin: General Intellectual; Specific Academic; Leadership; Creativity; Visual & Performing Arts. Attention to identifying potential through Talent Development continues to be a strong part of the role.
Roles and Responsibilities
Using Data for School Improvement
AL specialists will provide support to staff to interpret data to inform instruction, including opportunities for differentiation, scaffolding, and talent development. Data review includes:
AL Specialists will create a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student data that lead to identification of solutions and purposeful action steps for improvement of teaching and learning. Data review with an equity lens will result in proactive identification of the strengths and assets of students, in particular those students from historically marginalized backgrounds. Student data will be at the center of school improvement efforts.
Additionally, the AL Specialist will provide guidance for the Principal and staff of the assigned elementary school(s) to ensure compliance with all State legal requirements for "gifted and talented" and will ensure timely completion of all documentation requirements.
Developing and Leading Professional Learning
The AL Specialist will provide school-based coaching and professional development related to assessment, instructional practices, interventions, legal requirements, and district policies & procedures for students with advanced learning needs.
Leading Curriculum Development and Instructional Initiatives
AL Specialist will address matters of race, language acquisition, and unique student learning needs to ensure that all students have equal access to a high-quality education, rooted in the Common Core State Standards. AL Specialist will demonstrate the capacity to integrate a variety of pedagogical strategies into instruction, including: Disciplinary Literacy, Gradual Release of Responsibility, Culturally and Linguistically Responsive Practices, Universal Design for Learning, and Differentiation.
Support for teachers will focus on promoting instructional strategies that address issues of equity in schools and ensure that individual student learning needs remain the central focus of instruction. This support may include providing constructive feedback to teachers aimed at strengthening classroom practices.
Family and Community Engagement
AL Specialists will collaborate with families, communities, and colleagues to develop a shared understanding of the diverse cultural and linguistic assets and educational needs of the school community. This will include intentionally engaging families of students from historically marginalized backgrounds through targeted outreach. AL Specialists will also engage in personal examination of their own implicit biases and facilitate colleagues' self-examination of their own understandings of community, culture, and diversity with the consistent goal of high levels of learning for all students.
Providing AL Services Aligned to a Multi-Tiered System of Supports (MTSS)
In MMSD, Advanced Learning utilizes the MTSS model to provide comprehensive, rigorous, and flexible support to students with AL needs. Participation in School Based Leadership Team, Student Support, and Intervention Team (SSIT), and/or other student support planning/problem solving teams is expected at the assigned elementary school(s) as an important member of the team helping to meet scholars needs., The AL team member collaborates with principals and school staff to plan for service delivery, progress monitoring, and data analysis through co-teaching, co-planning, and collaboration.
Minimum Qualifications
Desired Qualifications
Other Information
Online applications will be accepted and reviewed on a rolling basis. Candidates are encouraged to apply early for most comprehensive consideration. Should a finalist be identified before the anticipated deadline, communication will be clear to all applicants. Please direct any questions about current status to Lindsey DeCarlo,
