] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → CROSS FUNCTIONAL TEAM ELEMENTARY ENGLISH LANGUAGE ARTS INSTRUCTIONAL SPECIALIST

Sorted by job title: A - C | D - H | I - Q | R - Z

Cross Functional Team Elementary English Language Arts Instructional Specialist

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Instructional Spec CODE: 0833 SQ/OQ: Not Applicable
WORKING TITLE: Cross Functional Team Elementary English Language Arts Instructional Specialist GRADE: BD MONTHS: 12
SUMMARY DESCRIPTION; PHYSICAL DEMANDS; AND SPECIAL REQUIREMENTS: SUMMARY DESCRIPTION OF CLASSIFICATION: Under the supervision of the Division of Teaching and Learning, the Elementary English Language Arts Instructional Specialist serves schools directly as part of a Cross-Functional Team, supporting teachers and school administrators in the delivery of high-quality literacy instruction. As a core member of a cross-functional team, the instructional specialist spends 80% of their time working in the field, providing direct service and support to schools. The cross-functional team model is designed to ensure coordinated, responsive, and integrated support, allowing schools to receive real-time coaching, resources, and professional development tailored to their unique needs. Collaboration, adaptability, and responsiveness are essential, as the specialist works alongside other central office staff to align instructional support with school improvement goals. ACCOUNTABILITY & SUPERVISION: The instructional specialist is accountable to the School Leadership Director but is supervised and evaluated by a subject-matter expert supervisor. This structure ensures alignment between school-based priorities and system-wide instructional initiatives, fostering a collaborative and coordinated approach to improving ELA instruction.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE SKILLS ABILITIES: KNOWLEDGE, SKILLS, AND ABILITIES:Thorough knowledge and experience in the implementation of the English Language Arts curriculum and the development and delivery of professional development to support all learners. Thorough knowledge of structured literacy and the critical components and principles of effective literacy instruction. Thorough knowledge of foundational concepts in the development of oral and written language. Ability to coach, model, and build the knowledge and skills of elementary teachers and leadersin the delivery of evidence-based literacy instruction through a Multi-Tiered System of Supports framework.Thorough knowledge of effective instructional practices for all types of learners, especially students with disabilities, Emergent Multilingual Learners (EMLs), and highly able learners. Thorough knowledge of Universal Design for Learning, effective differentiation, equitable practices, and the role of culturally relevant curriculum development and implementation. Excellent organizational and management skills. Excellent skills in collecting, analyzing, and using data to support instructional decisions for students.Ability to support schools in the collection, interpretation, and analysis of multiple sources of data to identify targeted needs of students in phonemic awareness, phonics, fluency, vocabulary, and comprehension and align appropriate literacy instruction. Ability to collaborate with school leaders and school-based teams to schedule, implement, and monitor progress on a continuum of reading instruction that address a varied range of reading needs within a school building.Strong collaboration and coaching skills, working effectively with principals, leaders, teachers, and central office staff to support school improvement initiatives and high-quality literacy instruction. Exceptional organizational, communication (oral and written), time management, project management, and human relations skills. Strong presentation and facilitation skills, with the ability to lead professional learning experiences for diverse audiences. Proficiency in using multiple data platforms, Google Suite, Microsoft Suite, Canvas, and other MCPS technology platforms used for collaboration, coaching, and instructional design.
EDUCATION, TRAINING AND EXPERIENCE; CERTIFICATE AND LICENSE REQUIREMENTS: EDUCATION, TRAINING, AND EXPERIENCE: Master's degree or equivalency from an accredited college or university with courses in curriculum development, reading acquisition, early childhood, special education, assessment/evaluation, administration and supervision, reading specialist, staff development, English Language Development (ELD), or accelerated and enriched instruction. Training and/or certification in Language Essentials for Teachers of Reading and Spelling (LETRS) preferred. Training and experience in delivering components of structured literacy. Five years of successful experience as an elementary classroom teacher. Elementary teaching and school leadership experiences preferred. Extensive experiences in coaching and/or providing professional learning to develop a literacy program to meet the needs of all students. Successful experience developing and supporting curriculum implementation. 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 as an elementary or middle school teacher, ELD or special education teacher, reading specialist, or any of the other certification areas in the elementary curriculum.
OVERTIME ELIGIBLE: No

DUTIES AND RESPONSIBILITIES:

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.)Works directly with school-based leadership teams to support school improvement efforts through job-embedded professional learning, co-teaching tier 1 instructional practices, coaching, and collaborative planning.Analyzes student assessment data and classroom observations to identify trends, inform instructional decisions, and refine teaching practices.Designs and leads professional learning sessions that support teachers in implementing high-quality curriculum and evidence-based instructional strategies.Collaborates with school administrators, instructional leadership teams, and specialists to align instructional approaches with school improvement goals and district priorities.Supports teachers in implementing curriculum with fidelity, ensuring that instructional materials and strategies are responsive to student learning needs.Leads and facilitates collaborative planning sessions, helping educators anticipate student misconceptions and refine instructional delivery.Provides differentiated instructional support for English learners, students with disabilities, and those requiring intervention or enrichment to ensure equitable access to rigorous content.Stays informed on current educational research and best practices, integrating new insights to enhance instructional effectiveness.Observes and assesses instructional practices, using data-driven feedback to support teacher growth and improve student learning outcomes.Advances equity by promoting inclusive teaching practices, ensuring all students receive high-quality, grade-level instruction.Engages in special projects and professional learning opportunities to continuously refine expertise and enhance school-based support efforts.

This description may be changed at any time.