] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → SPECIALIST, LEARNING AND ACHIEVEMENT

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Specialist, Learning and Achievement

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Instructional Spec CODE: 0833 SQ/OQ: Not Applicable
WORKING TITLE: Specialist, Learning and Achievement GRADE: BD MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: Under direction, collaborates with all Montgomery County Public Schools (MCPS) staff to assure quick, effective responses to local school needs related to instructional leadership, effective teaching and learning, achieving racial equity, developing culturally proficient learning environments, and improving student performance. 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 that meet diverse student learner needs (i.e. special education, English language learners, accelerated and enriched instruction). Works with principals and district leaders to develop a positive building climate that leads to educational equity and student achievement for all students. Works collaboratively with a team of instructional specialists that share responsibility for supporting a cluster of schools and building the capacity of school-based administrators and instructional staff to improve teaching and learning, meet school improvement goals, and ensure the needs of all stakeholders in schools are addressed. Teams will be composed of individuals with diverse experiences and expertise across content and elementary and secondary levels.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Combination of expertise in multiple areas (i.e. literacy, mathematics, special education, ESOL, accelerated and enriched instruction, and equity). Deep knowledge of the school improvement planning process, leading for equity and cultural proficiency, leading high performing teams, and leading professional development on high priority instructional leadership practices. Ability to use web technology to present information and encourage collaboration and effective instruction. Demonstrated ability to build partnerships and coalitions among diverse stakeholders, including school-based and central services staff, administrators, and parents. Knowledge of adult learning and proven ability to provide effective professional development. Highly skilled in using educational technologies and district data platforms that support teaching and learning and the monitoring of school progress. Demonstrated ability to use multiple measures and sources of data to diagnose schools strengths and needs and provide differentiated support to schools. Thorough knowledge of current research and trends in meeting the needs of special populations, including special education students, English language learners, and delivering accelerated and enriched instruction. Demonstrated ability to engage school staff in a process leading to improved outcomes for traditionally underserved students and facilitates job-embedded staff development to support the elimination of the racial achievement gap. Thorough knowledge and experience in providing professional development or coaching in the areas of equity, multicultural education and ability to address how race, class, sex, and other forms of bias impact schools and the achievement and experience of students. Thorough understanding and documented ability to provide highly effective professional development practices; effective collaboration with colleagues; knowledge, application, and modeling of professional development practices reflective of latest research; ability to work effectively with classroom teachers, principals, and central office colleagues; Highly skilled using effective equitable practices to improve instruction, lead professional development, create training materials, and implement system-wide goals on a district/system level. Excellent organizational, oral and written communication, time management, project management, and human relations skills. Strong presentation skills. Proficient in Word, Excel, PowerPoint, Google Drive and knowledgeable about current MCPS technology.
EDUCATION, TRAINING, AND EXPERIENCE: Masters 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 or more experience as a successful classroom teacher, and experience working with adult learners. Three years or more experience managing the change process for adult learners and developing the capacity of instructional and administrative staff to creatively and effectively address instructional program needs for all student groups. Experience providing professional development or coaching in the areas of equity, multicultural education. Five or more years extensive experience developing, implementing, and monitoring innovative programs to ensure the needs of multiple stakeholders are served; and experience developing and supporting curriculum implementation, developing instructional programming, and building staff capacity to improve outcomes for students from diverse populations (i.e. students with disabilities, English language learners, accelerated and enrich instruction). Candidates with expertise in content knowledge (i.e. literacy, mathematics, science, social studies) in combination with experience in adult learning, addressing the learning needs of special populations, and developing a climate that leads to educational equity and student achievement for all students are highly desirable. Other combinations of applicable education, training, and experience, which provide the knowledge, abilities, and skills necessary to perform effectively in the position include, but are not limited to the following: Masters degree from an accredited college or university with coursework and/or certification in ESOL instruction; special education; equity and excellence; or gifted education, enriching, accelerating, and /or differentiating instruction.
CERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland State certification requirements for elementary or secondary education.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) As required by the duties and responsibilities of the job.
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Occasional evening or weekend work required.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

Note: (Individuals 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 core job elements.)

Works with a variety of specialists to integrate, where appropriate, with other content areas, and to converse with diverse stakeholders.

Supports the cluster team in projects and studies related to specific curricular areas (i.e. literacy, mathematics, science, and social studies), school support and improvement, job-embedded professional learning, and other MCPS initiatives to meet the needs of all student populations.

Provides job-embedded coaching to school-based instructional leaders on the topics of race and equity; developing, implementing and monitoring school improvement plans and the action plans to support them; building the capacity of staff to meet the needs of diverse student populations (i.e. special education, English language learners, accelerated and enriched instruction).

Demonstrates knowledge and understanding of a variety of assessment methods/tools and the ability to apply the data to improve curriculum and instruction in literacy and mathematics.

Assists district and school-level specialists, teachers, teacher leaders, administrators, and other staff as necessary to understand content area needs, innovations, strategies, etc.

Plans training and support to administrators, clusters of schools and office staff focused on closing the racial achievement gap

Uses multiple measures of data to assess school strengths/areas for continued improvement.

Collaborates with Equity initiatives team in providing direct support to schools and offices within MCPS designed to supplement classroom experiences and provide guidance in developing activities for learning communities focused on multiculturalism and diversity.

Works collaboratively with team members to observe, coach, and support school administrators, school leadership teams, and clusters of schools in developing a school culture focused on improved academic performance; physical, social, and psychological well-being for all student populations; and developing a culturally competent learning environment committed to improving experiences and outcomes for all students.

Supports staff in identifying, placing, and exiting students from the ESOL program in alignment with national, state, and local expectations. Provides training and support to administrators, staff, and clusters of schools to ensure the needs of English language learners are met.

Serves as a member of cross-functional design teams to provide training for the rollout of system-wide training and initiatives focused on the elimination of the achievement gap and supporting staff to implement all three Professional Growth Systems.

Shares student data with schools to assist them in data analysis and the identification of appropriate strategies to improve school and student improvement and eliminate achievement gaps.

Collaborates with school-based and central services staff to develop, design, and implement IEPs, Behavioral Intervention Plans, and Functional Behavioral Assessments.

Serves on a variety of central services and school-based committees and provides professional learning sessions on effective strategies to promote academic and behavioral progress of students with disabilities.

Collaborates with school leadership to develop and implement professional development and academic supports focused on rigorous instructional practices at all levels, K-12, in alignment with accelerated and enriched instruction and differentiated learning.

Designs and provides training to instructional leaders and school clusters 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 the outcomes.

Stays informed of new and effective instructional practices. Reviews recent literature and research studies and reports. Evaluates findings and suggests changes or modifications to improve existing programs.

Works effectively and efficiently without constant supervision and under stressful Timelines.

Understands and applies the six leadership standards that have been established for the Montgomery County Association of Administrators and Principals (MCAAP/MCBOA), the Montgomery County Public Schools (MCPS) Teacher Professional Growth System (TPGS) and the Supporting Services (SEIU) Professional Growth System (SSPGS).

Performs related duties consistent with the scope and intent of the position.
Class Established: 7/1982
Date(s) Revised: 2/2018
Last Reviewed:

This description may be changed at any time.