English/History Curriculum Specialist
Job Description: English/History Curriculum Specialist
(Temporary: Two-Year, Granted-Funded Position)
The English/History Curriculum Specialist will provide essential leadership for the ECPS overall instructional program through support and professional learning, in order to build school and teacher capacity to increase student achievement. The Curriculum Specialist will focus on individual and group professional learning that will expand and refine the understanding about research-based effective instruction for teachers. The Curriculum Specialist will provide personalized support based on the goals and identified needs of individual teachers. The Instructional Specialist will conduct professional learning sessions, facilitate PLC and data meetings, perform classroom visitations, demonstrate instructional practices that promote student achievement, and coach teachers regarding pedagogical techniques and practices.
The minimum performance expectations include, but are not limited to, the following functions/tasks:
Curriculum and Instruction
Participates as a member of the division Instructional Team to develop and implement a support framework for student achievement.
In collaboration with the Chief Academic Officer and the principal, plans and facilitates Professional Learning Community (PLC) meetings and data meetings on a weekly basis.
Facilitates implementation of Standards of Learning (SOLs) and research-based instructional strategies.
Assists teachers in the development of daily, weekly, and unit lesson plans in alignment of the written, taught, and tested content
Assists teachers in the development and implementation of performance assessments/performance-based assessments.
Models best instructional practices through classroom demonstration lessons.
Introduces all teachers to new methods, materials, and instructional strategies that, through research, have proven to increase student achievement.
Works with teachers individually, in collaborative teams, and/or with departments, providing practical support on a full range of instructional strategies.
Assists teachers in the analysis and selection of diverse content area texts, resources, and instructional materials that link to multiple readiness levels and multicultural perspectives and connect to students’ backgrounds and interests.
Performs ongoing non-evaluative visitations in all classrooms. Collects informal data on teacher use of instructional strategies and student engagement, to increase teachers’ knowledge and skill in delivering instruction.
Data Analysis and Use
Assists teachers in analyzing data for the purposes of prioritizing instructional needs and making informed decisions relative to instructional practices.
Leads data meetings that examine both formative and summative assessment results. Suggests and monitors intervention strategies and materials for students at all readiness levels, including struggling students and advanced students.
Applies concepts of adult learning and motivation, including varied group configurations and presentation formats to engage adult learners as well as identification of appropriate professional learning settings and schedules.
Provides collaborative and one-on-one instructional assistance and facilitates teacher inquiry and related professional learning.
Participates in professional learning activities, including peer observations, professional research and reading, and inquiry sessions to stay abreast of developments in best classroom practices, professional learning, and assessment.
Works collaboratively and communicates effectively with administrators, teachers, media specialists, guidance counselors, and other school staff to strengthen all aspects of the instructional program.
Works with administrators and teachers to plan and schedule meetings and professional learning sessions based on staff input and assessment of students needs in various grade levels and content areas in order to meet district and/or school goals.
Keeps abreast of developments, research, and technology related to instructional best practices.
Performs any other related duties aligned with the mission and vision of Essex County Public Schools as assigned by the Chief Academic Officer, Principal, or other appropriate administrator.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities, who are otherwise qualified, to perform the essential functions.
Minimum Qualifications (Knowledge, Skills and/or Abilities Required)
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities, who are otherwise qualified, to perform the essential functions.
Must possess a minimum of 3 years of teaching experience
Must be eligible for, or in possession of, an appropriate Virginia teaching license
Must possess a Bachelor’s degree in reading and/or history
Must possess a Master’s degree in education or a related field
Must have curriculum writing/development experience
Must have demonstrated leadership experience
Teaching experience in a variety of grades, K-12
Specialized training in reading and/or history
Working Conditions and Physical Requirements
Must demonstrate evidence of involvement in school activities and committees involving leadership responsibilities beyond those required in the classroom. Must possess an in-depth knowledge of instructional best practices and adult learning theory. Must possess excellent organization and communication skills. Must possess the ability to establish and maintain effective working relationships with teachers and administrators.
Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to dial a telephone, to enter data into a computer; to see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal classroom levels and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms settings and on the telephone; physical agility to lift up to 25 pounds to shoulder height.
Chief Academic Officer
FLSA Status- Exempt