Teaching and Learning Specialist Positions Available in Chicago

Description

Post Details
Job Title	Teaching and Learning Specialist Positions Available in Chicago
Posted By	CPS Office of School Turnaround
Salary Range	$80,001 - $100,000
City	Chicago
Deadline
Agency Email	osthiringgmail.com
Job Categories
Location	Location -> Illinois -> Chicago / Cook County
Type of Work	Type of Work -> Program Management
Job Type	Job Type -> Full-time

Position:                    Teaching and Learning Specialists

Location:                    100% School Based 

Position Period:        52 Week

Salary:                        $85,000

Reports to:                Manager of Teaching & Learning

Department:              Chicago Public Schools, Office of School Turnaround (OST)

Purpose of the Position:  Reporting to the Manager of Teaching and Learning, the Turnaround Teaching & Learning Specialists will assist teachers in focusing their instruction on the College Readiness Standards, with an emphasis on assessment.  These professionals will focus on individual and group professional development that will expand and refine the understanding about research-based effective instruction as outlined by parameters detailed the CPS Turnaround Model.  In order to meet this purpose, these Specialists will provide personalized support that is based on the goals and identified needs of individual teachers.  These are individuals with extensive successful classroom instructional experience and as well versed in instructional best practices.

1.  Understanding by Design Specialty: 

The specialist will need to possess a high degree of comfort and ability with the Understanding by Design curriculum framework.  In order to lead professional development sessions and evaluate teacher created work, the specialist will need to be familiar with topic selection, standards alignment, enduring understandings, essential questions, assessment creation and alignment, GRASPs, and the creation of learning plans.  The specialist preferably will have experience leading a group of teachers in similar work and should be familiar, not only with the UbD text, but also the UbD workbook.  The specialist should also be able to give constructive criticism to professionals and guide their learning in an effort to gain mastery of this curriculum framework.  Experience with large-scale interactive professional development preferred.  Candidate should be able to showcase tangible examples of either curriculum they have created using UbD, professional development they have led around this topic, or both.

2. Assessment Specialty: 

The Assessment Specialist will be responsible for coordinating assessment data loading, coding benchmark assessments, maintaining and monitoring implementation of interim assessment schedule, developing and loading of assessments and instructional resources, creating and maintaining EPAS like assessment data bank, and problem solving any data issues with CIM.  The Assessment Specialist will provide data reports to various schools/groups and provide CIM training to staff and provide professional development on the above responsibilities to subject matter experts and academic department chairs.

3. Response to Intervention (RtI) Specialty: 

The RtI Specialist will coordinate and assist with the implementation of intervention strategies and / or programs within and outside the classroom setting.  Candidate will be responsible for the implementation of the acceleration lab and reading and math interventions, data analysis and collection of individualized interim assessments for students identified as needing remedial instruction within the RTI guidelines and the dissemination of data using CIM to building and district level school personnel.
 
The RtI Specialist will specialist teachers in evidence-based classroom techniques that will enhance literacy, model and provide small group “pull-out" and “push-in: instruction (3-4 students), and evaluate tier 1, tier 2 and tier 3 programming and recommend data-driven modifications that will incrementally advance the RTI programming at the systemic level. Instruction will focus on diagnostic and prescriptive interventions designed to attain basic math and reading skills needed to achieve proficiency in core academic settings based on various assessments (EPAS, Interim assessments, Curriculum Based Measurements). As literacy development will be the focal point throughout the initial stages of the process, the RtI Specialist should have a firm grasp of evidence-based practices in reading and writing and a proven ability to support other educators in designing and implementing an effective, well-integrated, structure of tiered supports that will increase literacy, and reading achievement in particular, throughout turnaround schools.

4. Well Managed Classroom Specialty: 

The Girls and Boys Town Education Model is an integral component of the Turnaround Schools culture and climate model at the High School level is the Boys Town Educational Model.  The Boys Town Education Model, which “is a school-based intervention strategy that emphasizes behavior management practices, relationship-building techniques, and social skills instruction. The Education Model is rooted in applied behavior analysis and social learning theory."

The Well-Managed Classroom (WMC) Specialist will administer and support school wide implementation of the model and assist others to:

·   Develop proactive strategies to build positive relationships will all students

·   Successfully connect students to school and the learning process

·   Implement classroom techniques that will prevent problem behaviors while providing all student an opportunity to regularly participate in practice activities to assist in skill development

·  Generate methods to identify skills to assist student(s) who are having behavioral problems.

·   Formulate a plan for incorporating the use of reinforcement to encourage positive behavior in the classroom/building.

·   Create a plan for incorporating the use of a continuum of correction for problem behaviors in the classroom/building and describe a plan for addressing escalated behaviors in emotionally intense situations.

The Well-Managed Classroom Specialist will work with each Turnaround High School to create and implement a Well-Managed Classroom Implementation Plan.  After the plan is complete the WMC Specialist will train and work with a team of site-based classroom management “consultants," comprised of teachers, deans and other faculty and staff who have proven proficient in the Well-Managed Classroom Model.  This team will support ongoing implementation efforts and ensure that the school is successfully advancing a safe, effective and controlled school environment and a welcoming school climate that prevents problem behaviors.  The WMC Specialist will support this team and periodically assess school-wide implementation indicators and structure and disseminate pertinent data on a regularly scheduled basis via ongoing consultation with team member, school-based leadership and performance management sessions.

Principal Accountabilities:

1.    Raise EPAS and PSAE scores by providing a data-informed structure for instruction

2.    Decrease serious discipline incidents.

3.    Increase student attendance rates.

4.    Support the philosophy and vision of the Chicago Public Schools and CPS Office of School Improvement.

5.    Communicate and demonstrate research-based instructional practices that result in increased student performance.

6.    Facilitate the intellectual and professional development of teachers.

7.    Develop a school climate maximizing research-based instructional strategies that engage all students.

8.    React proactively with regard to data analysis.

9.    Create positive relationships with teachers and administrators.

10.  Communicate effectively with all members of the school community.

11.  React to change productively and handle other tasks as assigned.

12.  Demonstrate willingness to assume leadership positions.

General Responsibilities:

1.    Support the implementation of interim assessments, plans for re-teaching based on interim results, and effective practices for teaching the skills assessed in the EPAS and PSAE tests

2.    Provide organized individual and/or group learning opportunities for teachers as needed; as well as planning, monitoring, and feedback activities.  Model effective practices through classroom demonstrations.

3.    Provide organized individual and/or group learning opportunities for administrators and support staff as appropriate.

4.    Analyze classroom and school level data to inform program and professional development.   Generate appropriate reports and data on a consistent and ongoing basis.

5.    Provide organized individual and/or group learning opportunities for teachers in data analysis/use to improve student learning.   Assist staff with designing teaching and learning decisions based on assessment data.

6.    Provide support for school/classroom motivation and management strategies.

7.    Assist the school in developing and implementing school improvement plans.  Work positively toward meeting identified school performance management objectives.

8.    Keep supervisor informed of potential problems or unusual events.

9.    Attend staff meetings and training sessions.

10.  Encourage ongoing professional growth for all staff.  Provide encouragement and support to staff.

11.  Manage time and schedule flexibility that maximizes teacher schedules and learning.

12.  Obtain advance approval of the designated OST lead administrator, and building Principal, for unique activities and expenditures.

13.  Adhere to all district, Office of School Turnaround, and school policies and procedures.

14.  Understand that job responsibilities may vary related to each building’s specific needs and specific job assignment.

15.  Perform other tasks consistent with the goals and objectives of this position as assigned by the appropriate Office of School Turnaround lead administrator. 

How to Apply:

To be considered for this role, candidates possessing all of the above qualifications and appropriate certification(s) should:

1.  Submit a letter of interest and intent that includes:

·         Acknowledgement of and candidate’s agreement to meet the commitments and conditions for position.

·         A detailed description of how candidate meets each of the mandatory minimum qualifications, abilities, proficiencies and experiences and description of any preferred qualifications.

·         Evidence that candidate possesses all mandatory minimum qualifications.

2.  Submit at least 3 references from persons with knowledge of candidate’s teaching and instructional abilities and other skills, proficiencies and experience.

Please address all correspondence to:

Krystal C. Rogers-Minter

Project Manager

CPS Office of School Turnaround

osthiringgmail.com

Mandatory Job Qualifications