] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → SUPERVISOR, PROFESSIONAL LEARNING AND ACHIEVEMENT

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Supervisor, Professional Learning and Achievement

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Supervisor CODE: 0403 SQ/OQ: Not Applicable
WORKING TITLE: Supervisor, Professional Learning and Achievement GRADE: O MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: Under general direction of the associate superintendent of well-being, Learning and Achievement, the supervisor facilitates the collaboration with other MCPS central offices to ensure that instructional support and professional learning for schools is consistent and focused on improving teaching, learning, and best practices. In collaboration with the associate superintendent, the supervisor leads, observes, evaluates, and supervises the cluster learning and achievement specialists as part of the staff development framework. The supervisor will support the associate superintendent to monitor and analyze the impact of professional learning in schools using multiple qualitative and quantitative measures and establish and implement structures and processes to achieve MCPS strategic priorities. Engages community stakeholders to plan/support MCPS strategic priorities and initiatives through collaborative opportunities with MCPS central offices and schools to improve student academic success and overall school experiences.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Thorough knowledge of school operations, organizational and leadership development; knowledge of MCPS pre-K through 12 instructional program, policies and procedures; demonstrated knowledge of process management, strategic planning, professional development, and data analysis practices and methods. Ability to provide guidance and work collaboratively with all schools. Ability to analyze impact of delivery of professional and pervasive use of professional learning in schools. Ability to work collaboratively with multiple and diverse stakeholders. Possesses practical and conceptual, analytical, organizational, problem solving and leadership skills. Ability to lead and facilitate meetings or work groups. Ability to research, understand, and evaluate instructional programs and methodologies for effectiveness in meeting school improvement targets. Ability to develop and deliver training for adult learners. Excellent, written and oral communication, and interpersonal skills. The ability to think quickly and creatively to solve problems, conduct data analysis, and write/edit reports and presentations.
EDUCATION, TRAINING, AND EXPERIENCE: Master's degree from an accredited college or university in educational administration, curriculum and instruction, adult learning or a similar subject area. Five years of outstanding teaching or related experience in the appropriate subject and at the appropriate level. Administrative or supervisory experience is desirable. Successful recent leadership experiences in assessing program needs, curriculum and assessment development, instructional practices, program implementation and staff training is desirable. School-based and central office administrative leadership experience preferred. Successful, recent experiences planning, delivering, and monitoring professional learning in schools and/or offices is desirable. Proven success in the implementation, evaluation, and progressive advancement for school improvement planning; and the development, implementation, ongoing evaluation/improvement and consistent impact of professional development training plans. Recent experiences with coaching to build capacity of adult learners. Proven experience with effective communication, collaboration, and coordination of multiple projects. Other combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.
CERTIFICATE AND LICENSE REQUIREMENTS: Must meet Maryland State certification requirements for Administrator I.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) None
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Frequent evening or weekend work attending meetings, conducting or observing training, attending conferences, etc.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

Assists with cross-office collaboration among central services to ensure consistency and alignment of instructional resources and support provided to schools. Provides direct support to school and office staff in the development/refinement of strategic plans,training, and guidance to support deployment of resources and training. Utilizes innovative approaches to school improvement. Ensures clear communication, high-standards, and common workflows for the development and delivery of supports to schools and offices. Supports the associate superintendent in increasing the implementation of culturally responsive practices and teaching. Conducts formal and informal school visits aligned to instructional coaching, student achievement, culturally responsive pedagogy, and strategic goals; attends school-based meetings and events to foster a culture of engagement and accountability among staff, parents, and community; fosters vertical articulation; collaborates with district leadership to provide targeted and differentiated system resources that address the needs of schools. Builds the capacity of instructional specialists to meet the diverse needs of teacher leaders and administrators to support students, classrooms, and schools; meets achievement goals and improves instructional and leadership practices, including coaching, modeling, and differentiated support to assess progress. Collaborates with principals, school-based administrators, staff development teachers and teacher leaders to implement high-quality instructional practices across classrooms, school sites, and school clusters; motivates, inspires, and moves other adults to change practice; exhibits willingness to have difficult conversations to facilitate growth and change. Collaborates with directors of school support to enhance leadership capacity of principals with a focus on instruction, data analysis, and aligned interventions; coordinates the dissemination of information regarding the training of school-based staff development teachers; plans and coordinates differentiated professional learning experiences for school-based staff to foster change in adult practice and accelerate student learning and performance. Researches, develops, designs/edits professional learning and project plans and drafts/edits correspondence to support the associate superintendent. Plans and creates presentations as requested. Assists in building a professional learning community through staff meetings, retreats, institutes, and other professional growth activities. Researches, writes, edits, and reviews correspondence and prepares reports. Performs other duties as assigned.
Class Established: 5/2022
Date(s) Revised:
Last Reviewed:

This description may be changed at any time.