Job Title: Classification Level:
Teacher – Consultant MLL Teacher Salary Schedule
Director of Teaching & Learning
SUMMARY OF ASSIGNMENT
The role of this position is to support all school staff in instructional practices focused on Multi-Lingual Learners (MLL). This position will support and monitor the implementation best practices focused on MLLs as it relates to core academic programs and materials approved by the District. Consultant Teachers will analyze data for and with teachers to inform instructional decisions so all students meet standard. Consultant Teachers will spend approximately 90% of their time working with building-based staff, in a non-evaluative manner, on the Essential Functions of their job and 10% working with District connected training, staff, and initiatives.
Works with teachers, interventionists, and principals on the implementation of MLL instructional strategies in all content areas.
Support and monitor program building level MLL program implementation.
In collaboration with building staff, monitors and adjusts building schedules based on data.
Consults with teachers through the planning, observation and reflection cycle in K-4 literacy instruction. Works with teachers to achieve measurable achievement goals. Consults and mentor teachers one-on-one. Models and supports effective teaching, classroom management, lessons, and assessment strategies in classroom.
Attends District level intervention meeting and professional development as required to remain current regarding best practices
Provides instructional input to classroom teachers and other educators regarding the relation between core instruction and implementation of MLL instructional practices.
Works with teachers to infuse student assessment data and appropriate instructional strategies to address the data in their teaching practice. Assists teachers in using state standards, scoring rubrics, and item analysis data. Works with teachers on data interpretation and appropriate instructional decisions so that all students meet standard. Uses data in building/grade level team meetings and planning.
Disaggregates data for audience and purpose – Curriculum/Benchmark, Common Assessments, Ongoing Assessments, Standards-Based Grading. Disaggregates data for individual teachers, teams, departments to use. Supports teachers in setting clear student achievement goals: grade level, classroom, individual student. Assists teachers in analyzing data for monitoring student progress towards achievement goals. Uses progress monitoring data to support teachers in planning and instructing focused interventions.
Initiate learning-focused conversations and coaching cycles to enhance the instructional growth of classroom teachers and interventionists.
Support the professional growth and training of paraeducators Reviews data as a means to direct consulting efforts and monitor student progress by developing student data profiles for each classroom teacher. Provides data in teacher-friendly formats to inform instruction. Gathers classroom-based data to support instruction and inform professional development: curriculum implementation, best instructional practice, assessment initiatives. Assists teacher with use of data dashboard.
Prepares reports with audience and purpose in mind to use with individual teachers, teams, departments, and buildings in professional development.
Participates in grade level and/or PLC team meetings.
Plans and conducts building and District professional development in MLL instruction to support student learning. Provides training in WIDA standards and assessment.
Facilitates in-the-moment as needed professional development.
Collaborates with principal, grade-level teams, and interventionists to develop and implement action plans to achieve District and School goals. Facilitates collaborative learning communities within the school. Works to establish a culture of inquiry in instructional practices.
Participates in Consultant Teacher program evaluation.
Provides mentoring to first year teachers in alignment with CPSD practices.
Serves as a BEST mentor as needed.
May serve on District committees, cadres, or building site council.
Performs other duties as assigned by supervisor.
The essential functions listed above are not exhaustive and may be supplemented as necessary. The position may perform a variety of non-essential functions consistent with the scope and intent of the position.
Education and Experience
Master’s degree in education with emphasis appropriate to the assignment. (National Board Certification or ten (10) years of successful teaching may substitute for Master’s degree)
Elementary Education or relevant endorsement preferred or demonstration of successful background in mathematics instruction/knowledge.
Five (5) years of classroom teaching experience at a level appropriate to the assignment.
1 year of demonstrated experience in facilitating and training groups of adults in an educational setting and /or participation in CPSD Mentor Academy.
Experience using computers in the classroom and for data management.
Combination of formal education, training, and experience that demonstrates expertise in research and survey design, data analysis, assessment and evaluation.
Required Knowledge, Skills and Abilities
Advanced knowledge of current classroom teaching techniques focusing on MLL strategies and instruction.
Knowledge of current District curriculum, methods and materials and the the Washington State Learning Standards.
Working knowledge of statistical evaluation methods and data organization.
Ability and willingness to learn and implement district and building initiatives.
Demonstrated proficiency in oral and written communication.
Ability to research issues and problems, interpret and analyze data, prepare comprehensive reports, and recommend sound conclusions.
Ability to gather, assess, analyze, report, and convey student data as well as incorporate literacy and mathematic instruction into other areas of instruction.
Ability to work on multiple tasks simultaneously and plan projects.
Ability to take initiative, work independently, and effectively manage multiple projects with conflicting deadlines and/or priorities.
Ability to observe, monitor, and evaluate student performance
Skilled in using data to monitor and change intervention strategies for students to achieve established goals.
Ability to maintain confidential material and information and exercise sound decision making skills.
Excellent communication and human relation skills.
Ability to work independently and as a part of a team.
Ability to observe, monitor, and evaluate student performance.
Proven ability to implement student interventions that result in Tier II students achieving or surpassing grade level standards.
Knowledge, understanding, and sensitivity in working in a multi-cultural and ethnically diverse school surrounding, with the ability to communicate effectively with all cultural groups in the community and school environment.
Ability to provide effective professional development to adult learners.
Intermediate knowledge of and ability to use computers in the classroom and for data collection and analysis.
Desirable Qualifications (all may not apply)
Evidence of professional growth by attendance at workshops, special classes and formal schooling related to the field.
Experience providing professional development to an audience of adult learners.
Experience in management of a school-wide intervention program.
ProCert or National Board for Professional Teaching Standards Certificate.
Experience in an urban public-school system.
Certification and Licenses
Washington State Teaching Certificate with appropriate endorsement(s).
Must have a valid Washington State driver’s license, use of personal vehicle and proof of insurance.
Completion of Criminal History, Declaration form and fingerprinting.
Work is performed in various locations throughout the school District. Teamwork and high productivity requirements create frequent extra hour days, attendance at meetings before and after work, and weekend work. Must be able to talk and use fingers, hands, and arms and to listen carefully and focus while filtering out normal office noise. May involve negotiating steps, ramps, uneven surfaces, and going outdoors in all types of weather to reach some classrooms or other buildings. Tolerance of occasional loud noises and ability to sit and/or stand for prolonged periods of time are required.