] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → PROFESSIONAL LEARNING INSTRUCTIONAL SPECIALIST

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Professional Learning Instructional Specialist

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Instructional Spec CODE: 0833 SQ/OQ: Not Applicable
WORKING TITLE: Professional Learning Instructional Specialist GRADE: BD MONTHS: 12
SUMMARY DESCRIPTION; PHYSICAL DEMANDS; AND SPECIAL REQUIREMENTS: SUMMARY DESCRIPTION OF CLASSIFICATION: Under the direction of leadership, the Professional Learning Instructional Specialist serves as a school-based instructional coach and equity advocate, embedded within a cross-functional team to directly support schools in achieving system-wide goals, priorities, and initiatives. This position focuses on enhancing instructional excellence through equity-driven practices, ensuring that educators have the tools and strategies needed to create inclusive and effective learning environments. 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. The instructional specialist works on the ground in schools, facilitating collaborative planning, coaching school leaders and instructional teams, and supporting high-performing PLCs to strengthen teacher capacity and improve student outcomes. Additionally, the specialist guides schools in implementing and sustaining restorative approaches practices, assisting in the design, facilitation, and monitoring of school-based restorative practices that foster a positive school climate and strengthen student-teacher relationships. Moreover, the specialist facilitates, coaches, and monitors the nexus between implementing restorative practices and change in school culture, student engagement, as well as student discipline data. A key focus of this role is supporting school improvement efforts through data-driven decision-making, ensuring instructional strategies are rigorous, equitable, and aligned with student needs. By modeling best practices, providing targeted professional learning, and fostering a culture of continuous improvement, the instructional specialist empowers educators to implement transformational instructional strategies that advance equity and student achievement. ACCOUNTABILITY & SUPERVISION: The instructional specialist is accountable to the School Leadership Director while being supervised and evaluated by a subject-matter expert supervisor. This dual-reporting structure ensures alignment between school-based priorities and system-wide instructional initiatives, fostering effective collaboration between school and central office leaderships. PHYSICAL DEMANDS: None SPECIAL REQUIREMENTS: None
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE SKILLS ABILITIES: KNOWLEDGE, SKILLS, AND ABILITIES:Thorough knowledge of MCPS Strategic Plan goals; comprehensive understanding of MCPS Curriculum, and the Common Core State Standards.Expertise in adult learning theory, differentiated instruction, equitable and culturally relevant practices.Deep knowledge of the school improvement process, including: Conducting root cause analysis, identifying and implementing an instructional focus, developing, executing, and monitoring a professional learning action plan, and collecting and analyzing multiple data sources to measure progress.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. Ability to design job-embedded professional learning that impacts adult practice (using Guskey’s levels of evaluation). Knowledge of restorative justice frameworks and protocols. Strong collaboration and coaching skills, working effectively with principals, teachers, and central office staff to support school improvement initiatives. Ability to analyze formal and informal data to drive decision-making and instructional focus areas. 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.
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, instruction, and assessment/evaluation, organizational learning, professional development, administration, and supervision. Five years of successful experience as a classroom teacher and school leadership experiences preferred. 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 is desirable. Experience working as part of a team to design and implement cross-office strategies for instructional improvement. Other combinations of applicable education, training, and experience, which provide the knowledge, abilities, and skills necessary to perform effectively in the position, may be consideredCERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland State certification requirements for elementary or secondary education.
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 principal 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 and collaborative planning.Facilitates and strengthens professional learning communities (PLCs) by supporting school-based instructional leaders in developing, implementing, and sustaining PLCs as a driver for instructional improvement and student achievement.Provides in-school coaching and modeling for instructional leaders and teachers on race and equity, implementation of school improvement plans, monitoring action steps, providing effective feedback, and enhancing rigorous instructional practices.Provides guidance and professional learning on restorative justice best practices and implementation and evaluation of impact.Collaborates with school administrators, instructional leadership teams, and central office partners to design and deliver professional learning that aligns with school priorities and district-wide initiatives.Utilizes School Support and Improvement Framework data to assess individual school strengths, identify areas for growth, and develop targeted support strategies.Designs and delivers professional learning for instructional leaders to strengthen their capacity in leading teams, fostering instructional excellence, and implementing data-driven improvement efforts.Collects and analyzes school-level data to assess the impact of coaching and support efforts, using outcomes to refine and adjust instructional strategies.Stays engaged in current research and best practices in instruction, leadership development, and equity-based teaching strategies to inform school support efforts.Reviews and synthesizes research and literature to identify evidence-based strategies that enhance school-based instructional practices.Evaluates the effectiveness of school support programs and collaborates with school teams to implement data-driven modifications for continuous improvement.Performs related duties as needed to support schools in achieving instructional excellence, equitable student outcomes, and sustainable school improvement.

This description may be changed at any time.