| SUMMARY DESCRIPTION OF CLASSIFICATION:
Under the direction of the principal the Staff Development Teacher (SDT) supports the goal of building staff capacity to meet system-wide and local school initiatives to increase student learning, motivation, and wellbeing in collaboration with administrators, teachers and other stakeholders. The school-based SDT, in alignment with the School Improvement Plan (SIP) and in service of the principal’s vision, fosters individual staff development and the collective efficacy of groups through job-embedded professional learning and implementation support.
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.) Required to attend school meetings, programs, and activities outside the instructional day as mandated by the MCEA agreement.
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Knowledge of best practices in adult learning, teaching methods and teaching skills and the ability to use and model them. Knowledge of the teaching standards and as well as the ability to coach and mentor teachers around those standards.Demonstrated ability to gather and analyze student performance data from multiple sources, then, formulate instructional strategies to meet student needs. Excellent communication, interpersonal and leadership skills. |
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EDUCATION, TRAINING, AND EXPERIENCE: Bachelor's degree in education, training, a specific subject, curriculum development or a related field - master's degree or National Board Certification preferred. Minimum five years of successful teaching experience; at least three in MCPS is desirable. Meets standard rating on the most recent teacher evaluation. Experience in presenting and modeling exemplary teaching behaviors and practices to adult learners in a variety of settings such as workshops, seminars and college courses. Evidence of instructional leadership (e.g. team leader, resource teacher, interdisciplinary resource teacher, department chair, systemwide committees, etc.) Successful completion of Studying Skillful Teaching or Observation and Analysis of Teaching preferred. Experience with leadership, mentoring, and/or coaching preferred.CERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland licensure requirements in an appropriate field of education |
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Example Duties:In collaboration with other school-based leaders, the role of the SDT is determined by responding to the instructional needs of students and those of the adults they serve- individuals, teams, departments, and/or the whole staff. The SDT serves as a change agent, leading staff to uncover and address inequities by assessing the effectiveness of instructional practices and motivating staff to implement necessary systemic changes; as a coach, helping staff (teachers, specialists, support staff, and other building leaders) transfer learning experiences into practice; consultant, supporting individuals or groups in determining the best course of action to carry out specific tasks or meet particular objectives; program manager, creating and facilitating implementation of a school-level professional learning plan; resource provider, providing resources to help school staff reach desired goals; learning facilitator, helping school staff acquire new skills and knowledge through custom-designed training and job-embedded professional development.SDT responsibilities include, but are not limited to:Engaging staff to develop a culture that fosters professional learning communities recognizing all staff as learners capable of acquiring a repertoire of skills to meet the needs of every student. Helps professional staff understand the importance of the choices they make regarding curriculum, motivation, instructional strategies, and management and the impact they have on students.Serving as a program manager who facilitates the development and implementation of a comprehensive professional learning plan. Creating opportunities for macro professional learning (generating evidence of student learning; data analysis and acquisition of instructional best practices) and aligned job-embedded (micro) implementation of new learning (peer visits with follow-up reflection, local school walkthroughs, collaborative team planning, individual professional growth, and reflective practices).Creating processes to ensure the transfer of adult learning into practice and impact on student learning or wellbeing.Demonstrating high expectations for both students and adults and modeling effective strategies for continuous school improvement.Communicating and supporting implementation of system wide initiatives.Supporting the development, implementation and monitoring of the school improvement plan based on: district priorities, the school’s vision, mission, and goals, instructional best practices,and expectations for safe, inclusive, and welcoming learning environments.Assisting individual staff members to self-monitor their professional growth needs within the MCPS Professional Growth System. Using data to provide differentiated non-evaluative feedback for staff at different stages of their careers and for novice and underperforming staff who require additional job-embedded support. Supporting the onboarding for all new staff.Performs related work as required. |
