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Teacher on Special Assignment for Tiered Support / Data K-12

Employer
Stamford Public Schools
Location
Stamford, CT, US
Salary
Competitive
  • Position Type:
    Teachers on Special Assignment

  • Date Posted:
    4/22/2021

  • Location:
    All District

  • Date Available:
    2021-2022 School Year

  • Closing Date:
    Until Filled

  •    Additional Information: Show/Hide
    Posted Pending Board Approval - Filling of this position is contingent upon board approval.

    The filling of this position is based upon continued funding in the Board of Education budget.

    Note: Teachers dually certified in TESOL, Bilingual Education or ESL, with experience in Sheltered Instruction or fluency in a language other than English, will be given preference for all Stamford Public School positions.

    General Statement:

    The Teacher on Special Assignment (TOSA) for Tiered Support / Data K-12 is responsible for communicating, progress monitoring, and aligning the district-wide vision for Tier 1 Instructional Strategies, Scientifically Research-Based Intervention for Tiers II and III; ensuring the effective functioning of data teams; supporting summer school; and providing professional support in these areas.

    The TOSA Tiered Support/Data is responsible for monitoring assessments, scoring systems, monitoring student performance on state and benchmark assessments, creating reports for use by school and district-based staff, and managing the student data assessment system.

    The TOSA Tiered Support/Data reports to either the Director of Curriculum, Instruction, and Assessment - Elementary or Secondary (determined at the beginning of each school year).

    Major Responsibilities:

    Supports all aspects of the following areas:
  • Tier one Instructional Strategies and Scientifically Research-Based Interventions (60%)
  • System of Instruction – Develops and provides necessary resources and training to schools to ensure effective implementation of Tier 1 Instructional Strategies; supports SRBI Tier II and Tier III interventionists; manages, monitors effectiveness of, and continually improves Tier II and Tier III intervention programs; and participates in planning K-12 summer school.
  • System of Decision Making and Professional Development - Monitors fidelity of implementation of SRBI processes and problem solves when needed; monitors and supports school-wide data teams role in SRBI; monitors the effectiveness of SRBI process via student data to ensure student growth; identifies menu of and provides training for scientific, research-based academic interventions for Tiers I-III; identifies menu of and provides training for scientific, research-based Social-Emotional Learning (SEL); identifies professional development needs related to intervention at the district and school level; supports principals and Associate Superintendents in implementing and monitoring fidelity of all SRBI processes; keeps well informed about current trends and best practices for SRBI; communicates trends throughout the district, refines SRBI system based on trends and best practices.
  • Student Assessment (30%)
  • Plan District Assessment Program – Implements the district assessment program; monitors student performance on state and benchmark assessments; ensures timely and accurate assessment distribution to leadership at schools and central office staff; works with buildings' testing coordinators; establishes alignment of all district assessments; maintains district assessment calendar with Director of Curriculum, Instruction, and Assessment - Elementary and Secondary.
  • Administer Internal Assessment Program – Collaborates with principals and the Teaching and Learning Department to determine content and skills to be assessed, including formative, mid-year, and end of year assessments, physical fitness assessments, and SBA, SAT, PSAT, NGSS; develops appropriate delivery format; reviews items for alignment with content and skills; reviews items for sensitivity and bias; pilots assessments as needed.
  • Administer External Assessments – With the TOSA for Technology, provides necessary training to school staff for administration of external assessments (including SBA, SAT, PSAT, NGSS); distributes materials; ensures appropriate assessment procedures and protocols are in place; collects, packages, and transmits test material, as necessary.
  • Provide Training on Analyzing and Using Student Data – With the TOSA for Technology, assists in providing training on data analysis at the district, school, and classroom levels; provides training on test development for teachers; provides training and maintaining functional data teams.
  • Score and Compile Assessment Data – Plans for scoring of assessments; trains key staff in scoring of assessments; manages reports to inform the development of School Improvement Plans, for school-level data teams, and Smarter Balanced results in a timely and effective manner.
  • Analyze and Evaluate Assessment Results – Explores the effectiveness of student interventions, including literacy and math supports, disaggregates the data at the district, school, and classroom level as appropriate; analyzes for gaps or strengths in student achievement; provides data and results to appropriate decision-makers; checks alignment between instruction and assessment; identifies trends (e.g., longitudinal, cohort); gathers annual stakeholder feedback to ensure continuous program improvement.
  • System of Assessment – Maintains database for schools with menu of academic interventions for Tiers I-III and aligned resources; identifies SRBI entrance and exit criteria for Tiers II-III for academic supports; collects and analyzes student data; disaggregates data at the district, school, or classroom level as appropriate (e.g., grade levels, departments, subject areas, and subgroups, socio-economic status, ethnicity).
  • Other Duties (10%)
  • Coordinates with Board of Education departments, including but not limited to Intervention and Student Support (Special Education and EL); Family and Community Engagement; and Alternative Education.
  • Performs additional duties as assigned.

  • Physical and Mental Demands, Work Hazards:
    Works in standard office and school building environments.

    Knowledge and Skills:
    • Commitment to creating schools that provide an education that cultivates productive habits of mind, body, and heart in every student.
    • Knowledge of learning theory, program implementation, and best practices in student assessment
    • Knowledge of and experience with data monitoring and analysis.
    • Demonstrates the ability to collaborate as part of an integrated team and develops a collegial environment within the district to support learning for struggling learners.
    • Knowledge of learning theory, understanding of Tier 1 Instructional Practices for students, and assessment processes specifically related to struggling learners.
    • Use of data-driven decision making to determine effectiveness of programs and initiatives.
    • Ability to use technology to support systems and programs.
    • Excellent conceptual, analytical, problem solving, organization, and leadership skills.
    • Understanding of federal, state, and local laws, policies, and procedures related to public schools, specifically related to struggling learners.
    • Ability to analyze and synthesize information: develop and monitor a plan; and produce data focused reports.
    • Self-directed with attention to detail and excellent time management skills.
    • Exceptional oral and written communication skills and a proven track record of working collaboratively with multiple and diverse constituencies.
    • High standards of ethics, honesty, and integrity.
    • Knowledge of and/or demonstrate the ability to learn and implement Operating Systems (i.e. Windows); Office suites (i.e. Microsoft Office, Google Docs); Presentation Software (i.e. PowerPoint, Keynote); Spreadsheets (i.e. Excel, Google Spreadsheets); Communication and Collaboration tools (i.e. Skype); Accounting Software (i.e. QuickBooks); Student Information Systems (i.e. Naviance, PowerSchool); or any other technology deemed relevant for this position.

    Qualifications:
    • CT CSDE Educator Certification.
    • CT CSDE Intermediate Administration or Supervision certification (092).
    • Minimum of three (3) years of experience in a leadership position relating to struggling learners.
    • Experience in an urban district, preferred
    • Such alternatives to the above qualifications as the Superintendent and/or Stamford Board of Education may find appropriate

    Job Description Pending Board Approval on 04/27/2021

    Union:
    Stamford Education Association (SEA)

    Term:
    Three (3) Years

    Work Year:
    186 days, plus up to 10 additional days, as needed, paid at the per diem rate.

    Salary:
    Per SEA Contract

    Application Procedures:
    Online application is required.

    Internal Applicants: Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application. In addition, be prepared to provide a two letters of reference to the interview committee.

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