- Provide intervention in mathematics to students identified as needing Tier 3 level of support in the RTI framework.Determination of students eligible for intervention is made through data analysis and collaboration with Student Support Teams on campuses.
- Utilize best practices for intervention including small group instruction using the push in model, co-teaching, and the use of math manipulatives and technology to build conceptual understanding
- Facilitate leadership for Math PLC's and coach teachers on the expected process/protocols and outcomes for PLCs including effective planning of instruction, assessment development, data analysis for intervention and enrichment planning, and meeting professional learning goals
- Utilize the peer coaching cycle, including tools for observation, to provide feedback on instructional practice and to engage teachers in reflective practice
- Collaborate with the Teaching and Learning Division to provide job embedded learning opportunities that promote the implementation of the written curriculum and the campus/district instructional focus
- Collaborate with campus and district leaders to provide ongoing instructional support to math teachers through the use of effective partnership agreements within the coaching cycle
- Facilitate the disaggregation of multiple sources of data to make instructional decisions
- Develop capacity in math teachers to utilize data from formative and summative assessments to diagnose instructional needs and identify research based best practices for instruction in order to close achievement gaps
- Utilize the peer coaching cycle to provide individual and group coaching/mentoring to support the implementation of the written curriculum and instruction aligned to the identified district/campus instructional focus
- Collaborate with the Teaching and Learning Division and Special Education to promote best practices in instruction through modeling, co-teaching, and instructional planning within Math Professional Learning Communities (PLCs)
- Facilitate guided teacher observations to promote reflective practice and highlight best instructional practices
- Attend district level instructional meetings, intervention, math content knowledge development sessions, and professional learning events to promote professional growth Intervention
- Analyze data using the cycle identified in the Local Assessment Plan from formative, interim, summative, and mathematics screeners to monitor student progress and plan focused student interventions
- Collaborate with campus administrators, teachers, and the Teaching and Learning division to plan and deliver targeted student interventions aligned with the District Response to Intervention plan
- Utilize best practices for intervention including small group instruction using the push in model, co-teaching, and the use of math manipulatives and technology to build conceptual understanding
- Regularly communicate with campus and district staff and parents regarding student progress
- Collaborate with district and campus administrators and teachers to evaluate student achievement for the purpose of placing students in the appropriate intervention and identifying/delivering support services
- Coordinate with campus administrators and teachers to organize mathematics intervention and enrichment activities for students
- Collaborate with teachers and students to set and track student performance goals Program Support
- Lead and/or participate in guided observations to promote reflective practice
- Maintain and report math specialist services using the identified reporting tool
- Create and articulate a schedule with administrators of specialist activities for instructional coaching and intervention, professional learning opportunities, and professional growth requirements that support mathematics instruction
- Keep abreast of and research best practices for math instruction, intervention, and enrichment in the assigned grade levels
- Provide support to teachers on the implementation of math instructional resources including manipulatives and technology
- Meet regularly with campus instructional leaders to communicate program needs and plan support structures Supervisory Responsibilities
- Address complaints and resolve problems in a timely manner
- Support the implementation of the written curriculum with fidelity
- Facilitate PLC development
- Facilitate the implementation of the District's Mathematics screener Qualifications Qualification Requirements
- Bachelor's degree
- Master's degree preferred
- Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment
- Minimum of 5 years of experience as a Math classroom teacher
- Demonstrated knowledge of and training on the Texas Essential Knowledge and Skills (TEKS), elementary math curriculum, and best practices in math instruction
- Proven knowledge of Guided Math instruction and use of manipulatives to develop conceptual understanding for math students
- Demonstrated evidence of professional growth, including leadership or participation in a wide range of professional learning experiences
- Excellent communication skills, both orally and in writing, as well as interpersonal skills that promote collaboration and effective communication with adults
- Comprehensive knowledge of instructional strategies, role of Professional Learning Communities (PLC), and data for decision making, intervention and enrichment, student assessment, and use of instructional technology
- Strong organizational and classroom management skills Physical Requirements/Working Conditions
- This position requires travel to various campuses and district meeting sites as well as travel to conferences/meetings in and out of state. This position may require the employee to work evenings and weekends.
Specialist Math Elementary 2024 - Texas, United States - Fort Bend ISD
Description
Essential Duties and Responsibilities
Instructional Leadership: Coaching & Professional Learning
To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions.
The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms.
The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress.
Additional Information