] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → SPECIALIST, EQUITY AND INCLUSION

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Specialist, Equity and Inclusion

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Instructional Spec CODE: 0833 SQ/OQ: Not Applicable
WORKING TITLE: Specialist, Equity and Inclusion GRADE: BD MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: Under direction, supports and collaborates with members in the unit to design system-wide professional learning, coaching, collaborating with school and central office staff to ensure that equity and cultural proficiency is elevated in all aspects of the products, trainings and processes used to engage staff across the system. Communicates and connects research related to equity and culturally responsive practices that will improve learning outcomes for students traditionally underserved. Facilitates professional learning and dialogue that transforms teaching, learning and leading. Assists schools and offices in analyzing student data to plan for culturally responsive instruction and ensuring that schools and offices are creating inclusive rigorous environments.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Considerable knowledge of current research on racial equity, cultural proficiency, culturally responsive teaching and inclusive practices that create access and opportunities for students. Thorough knowledge of how systematic racism impacts teaching, learning, and leading, and how it is perpetuated. Working knowledge of Restorative Justice processes and how they create a responsive learning community. Considerable knowledge and experience with the concepts and strategies of equity and inclusion. Demonstrated ability to facilitate conversations involving staff, students, and community that allow for multiple perspectives utilizing effective strategies to assist staff in making decisions that support the concept of, All means all, in both online and face-to-face environments. Thorough knowledge of the school improvement process and creation of action plans that align with students needs. Considerable ability in creating learning environments, both face-to-face, and online, that build strong relationships in order to engage students in rigorous content. Highly skilled in using educational technologies and district data platforms that support teaching, learning and monitoring of school progress. Demonstrated ability to use multiple measures and sources of data to diagnose schools strengths and needs to provide differentiated support to schools. Considerable knowledge of current research and trends in meeting the needs of special populations, such as special education students, English language learners, etc, to deliver accelerated, enriched, and differentiated instruction. 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 ability, and skill in providing professional development and coaching in the areas of equity, culturally responsive instruction and addressing how race, class, sex, and other forms of bias impact schools and the achievement and experience of students. Thorough knowledge of the facilitation, presentation, interpersonal, and communication skills (oral and written) required for preparation of materials and system-wide documents. Ability to develop and deliver high quality professional presentations and materials using a myriad of environments, such as conferences, web based software, and cloud technology presentations. Considerable knowledge of system initiatives, goals, and vision. Ability to collaborate with unit members and the larger MCPS staff and community. Ability to collect and analyze data to drive learning for the district. Self-initiative and the ability to demonstrate leadership in order to complete short and long term projects. Thorough knowledge and skill using e Microsoft Office and Google Productive Suites.
EDUCATION, TRAINING, AND EXPERIENCE: Masters degree or equivalency from an accredited college or university with courses in curriculum, instruction, assessment, evaluation, organizational learning, professional development, and administration, and supervision. Five years or more successful experience as a classroom teacher expertise in multiple content areas. Three or more years experience developing, coordinating, supporting, and conducting professional learning activities and curriculum implementation. Successful experience implementing or supporting standards-based grading and reporting desirable. Demonstrated success in closing learning/opportunity gaps for students. 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: 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.) As required by the duties and responsibilities of the job.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

(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 principle job elements.)

Supports the director in projects and studies related to school support and improvement, job-embedded professional learning, and all MCPS initiatives.

Supports school-based instructional leaders as they develop and maintain professional learning communities as a vehicle for school improvement using the lens of equity and cultural proficiency.

Collaborates with teams to develop learning environments that provide rigor, access and opportunity for students.

Facilitates learning with leaders and teachers to implement culturally responsive practices to serve students and families.

Supports parents and community to engage in conversations about equity, cultural proficiency to create equitable and inclusive environments.

Provides job-embedded coaching to school-based and central office instructional leaders on the topics of race and equity, developing, implementing and monitoring the school improvement plans and the action plans to support them, providing effective feedback, and teaching and learning rigorous content.

Collaborates with MCPS offices and teams to support and provide professional learning related to system initiatives with a focus on equity and culturally responsive instruction.

Uses School Support and Improvement data to assess school strengths and adjusts areas for continued school improvement as a result of the analysis.

Collaborates with school and office based staff in assessing the impact of their professional learning on teacher practices and students outcomes.

Designs and provides training to instructional leaders to build their knowledge and skills to lead their teams and departments in demonstrating cultural responsiveness to staff, students, and the community.

Collects and analyzes data to evaluate the effectiveness of supports and adjusts work according to the outcomes.

Maintains expertise and connections in the field of equity, diversity, effective instructional practices that are culturally responsive, and inclusion.

Remains current with adult learner practices, including those related to online and distance education, by engaging with local and national organizations and networks, attending institutes, seminars, conferences and participating in formal and informal learning opportunities.

Reviews recent literature and research studies and reports and evaluates findings and suggests changes or modifications to improve existing programs.

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.