| Summary Description: Under direction, the equity strategy and learning specialist (specialist) supports system wide goals, priorities, and initiatives by providing professional learning and coaching for school leaders, facilitating high performing teams and supporting staff in developing the knowledge and skills related to school improvement and rigorous instructional practices, by promoting and facilitating equitable, inclusive and welcoming practices and environments for students. The specialist recognizes and utilizes methods in professional development and all engagement practices to promote high-quality learning environments that ensure students, families and staff feel safe, affirmed and genuinely welcomed, which are foundational to student success, academic achievement and personal growth. This role drives the cross-functional coordination that equity work requires – operating across schools, operations, data, and other functions to ensure that the district’s approach to equity is coherent, coordinated, and resistant to siloing. Student outcomes are shaped by instructional practice, operational systems, talent decisions, and data infrastructure, and the Equity Specialist works at the intersection of all these systems to ensure that the students most on the margins remain a central priority.
The specialist applies deep technical expertise in equity with the strategic judgment to navigate complex, politically sensitive situations and the interpersonal credibility to influence senior leaders. The specialist demonstrates an understanding that belonging is integral to the academic mission and applies both commitment and practical skill to support schools and regions in designing learning environments where students, families, and staff member are seen, valued, and supported. The specialist contributes to systemwide efforts that shape how the district operates and supports the integration of equity into processes used to monitor, respond to, and improve student outcomes.
Physical Demands: As required by the duties and responsibilities of the job.
Special Requirements: As required by the duties and responsibilities of the job.
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Thorough knowledge of MCPS Strategic Plan goals, curriculum and instruction. Knowledge of adult learning theory, effective differentiation, equitable practices, and culturally relevant practices. Knowledge of the school improvement process including conducting a root cause analysis, identifying an appropriate instructional focus, developing, implementing and monitoring a professional learning action plan, collecting and analyzing a variety of data to monitor progress. Ability to use web technology to present information and encourage collaboration and effective instruction. Ability to successfully collaborate with staff and parents to reach instructional goals. Ability to work effectively with principals, teachers and MCPS offices. Ability to analyze formal and informal data to determine the instructional focus. Excellent organizational, oral and written communication, time management, project management, and human relations skills. Strong presentation skills. Proficient in Google Suite, Word, Excel, PowerPoint and knowledgeable about current MCPS technology. |
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Education Training Experience: Master’s degree or equivalency from an accredited college or university with courses in curriculum, instruction, and assessment/evaluation, organizational learning, professional development, administration, and supervision. Five years of successful experience as a classroom teacher. Extensive experiences in developing, coordinating, and conducting professional learning activities. Successful experience developing and supporting curriculum implementation.Successful experience implementing or supporting standards-based grading and reporting desirable. 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 License: Meets Maryland State certification requirements for elementary or secondary education. |
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Example Duties:(Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or ability associated with this classification, but is intended to accurately reflect the principal job elements.)Systemwide Equity Support--Supports the establishment of regional expectations and criteria for how inequities are identified, named, and addressed – advancing a clear, consistent standard that applies across assigned schools and all functional areas. Supports the embedding of equity into core planning cycles, progress monitoring processes, and action step routines – ensuring that disaggregation is a sustainable feature of how assigned schools monitor and respond to student outcomes rather than an option.Monitors school trends and progress toward established equity goals and metrics; identifies patterns across assigned schools and supports the development of system-level responses, solutions, and learning opportunities.Supports the design and implementation of a methodology – in partnership with the Division of School Leadership and Improvement (DSLI) – to determine which schools require deeper, structured support based on the severity and persistence of disparities in equity metrics.Supports the development of recommendations on where direct regional engagement is warranted, drawing on data analysis and input from directors.Supports equity work in highest-need schools alongside directors and Cross-Functional Teams (CFTs) – contributing to strategy, supporting key decisions, and assessing progress with urgency and rigor.Supports root cause analysis and helps develop clear, measurable, timebound courses of action where persistent disparities in outcomes are identified.Works with school Equity Leads to build ongoing school capacity and ensure that equity work continues with depth and consistency between direct engagements.Develops school Equity Leads to sustain and deepen school-based equity work over time.Assists in the design and implementation of safe, affirming learning environments that foster a sense of belonging for students, families, and staff – recognizing that the quality of the learning environment is itself a driver of student outcomes and that equity work is incomplete without attention to the conditions in which learning takes place.Professional Learning and School Support--Supports the director in projects and studies related to school support and improvement, job-embedded professional learning, and other MCPS initiatives.Supports school-based instructional leaders as they develop and maintain professional learning communities as a vehicle for school improvement.Provides job-embedded coaching to school-based instructional leaders on the topics of race and equity, school improvement planning, effective feedback, and teaching and learning rigorous content.Collaborates with other offices and teams to support and provide professional learning related to system initiatives.Uses School Support and Improvement Framework data to assess school strengths and areas for continued improvement.Designs and provides training to instructional leaders to build their knowledge and skills to lead their teams/departments.Collects and analyzes data to evaluate the effectiveness of supports and adjusts work according to outcomes.Keeps current regarding effective instructional practices, reviews recent literature and research studies and reports, evaluates findings and suggests changes or modifications to improve existing programs.Performs related duties consistent with the scope and intent of the position. |
