*Grant Funded Position*

PRIMARY FUNCTION:
This position is responsible for providing onsite leadership and support to identified schools to ensure the effective implementation of effective Research Best Practices .

REPORTS TO:
Associate Superintendent of Secondary Schools

SALARY SCHEUDLE: Teacher
WORK DAYS: 229

REQUIREMENTS:
Education Level:

• Master's degree in secondary education, or Leadership or related content area.

Experience, Skill and Certification:

• Three years demonstrated Teacher Leadership
• Valid professional, clear renewable teaching certificate and at least three years of teaching experience.
• Extensive knowledge of learning processes, research- based best practices, change theory, curriculum implementation, assessment, literacy and/or math strategies
• Demonstrated ability to raise student achievement and improve underperforming student achievement through a results-oriented approach driven by data
• Demonstrated knowledge of state and federal guidelines including, but not limited to, the College and Career Readiness Index , Georgia Milestone Assessments and the Georgia Standards of Excellence
• Demonstrated ability to work well with others, collaborate to solve problems and build high performing teams

Duties and Responsibilites:

Supervises the effective implementation of a new governance structure

1. Coordinates the management and monitoring aspects of the school improvement plan as outlined in the School Improvement Plan.
2. Monitors adherence to the established accountability plan for ensuring academic achievement and continuous school improvement.
3. Participates with the staff in ongoing data analysis and formative assessment on progress toward the College and Career Readiness Performance Index.
4. Works with the Associate Superintendent, Director of School Improvement, Senior Officer, and Principal to ensure that a school leadership team is fully operational as defined in the School Keys.
5. Works with the Director of School Improvement and Principal to ensure that the leadership team activities are focused on identified needs.
6. Works with the Associate Superintendent, Director of School Improvement, Senior Officer, and Principal to ensure the consistent monitoring of instruction with the provision of timely, performance-based feedback to teachers.

Provides increased time and support to address student learning and social/emotional needs

1. Facilitates ongoing collaborative observation and feedback sessions with school-based instructional coaches, assistant principals, and instructional personnel.
2. Creates a sense of urgency and takes immediate action to help school-based instructional personnel mitigate student learning loss.
3. Monitors formative and summative assessments to ensure that results are analyzed and used to guide instruction.
4. Serves on data teams to analyze feeder school student achievement, initiate lines of communication and planning with feeder schools and develop early warning systems and transition programs for students.
5. Collaborates with local universities, technical schools and civic/community organizations to improve academic performance of students.

Develops and Implements Instructional and Support Strategies

1. Collaborates with teachers to effectively adjust instructional strategies, classroom management and assessment techniques to ensure student achievement.
2. Facilitates training for teachers and administrators in areas of need as identified by the district and the school.
3. Directs the use of data to increase overall school improvement and to eliminate the achievement gap.
4. Works with the Principal and other staff to ensure the implementation of a comprehensive, job-embedded professional learning program for all staff, focused on identified and documented needs for improving teaching and learning

Works with Teachers, School Leaders and District Staff

1. Assists and supports the principal and staff in focusing school activities on student achievement.
2. Facilitates one-on-one coaching and support as needed.
3. Provides reports to the Associate Superintendent, Senior Officer, and School Improvement Director regarding the school's progress on all components of the Data-Driven instruction, as well as indicators of progress such as teacher effectiveness, formative assessments, dropout recovery efforts, over-age for grade program and credit recovery/acceleration.
4. Performs other duties as necessary in support of school improvement.

Terms of Employment:
Incumbents will receive an annual contract. The work calendar will be 229 days. Salary will be determined based on highest level of certification and allowable experience. Exempt.

PRIMARY FUNCTION:
This position is responsible for providing onsite leadership and support to identified schools to ensure the effective implementation of effective Research Best Practices .

REPORTS TO:
Associate Superintendent of K-12 Transformation Schools

SALARY SCHEUDLE: Teacher
WORK DAYS: 229

REQUIREMENTS:
Education Level:

• Master's degree in elementary education, or Leadership or related content area.

Experience, Skill and Certification:

• Three years demonstrated Teacher Leadership
• Valid professional, clear renewable teaching certificate and at least three years of teaching experience.
• Extensive knowledge of learning processes, research- based best practices, change theory, curriculum implementation, assessment, literacy and/or math strategies
• Demonstrated ability to raise student achievement and improve underperforming student achievement through a results-oriented approach driven by data
• Demonstrated knowledge of state and federal guidelines including, but not limited to, the College and Career Readiness Index , Georgia Milestone Assessments and the Georgia Standards of Excellence
• Demonstrated ability to work well with others, collaborate to solve problems and build high performing teams

Duties and Responsibilites:

Supervises the effective implementation of a new governance structure

1. Coordinates the management and monitoring aspects of the school improvement plan as outlined in the School Improvement Plan.
2. Monitors adherence to the established accountability plan for ensuring academic achievement and continuous school improvement.
3. Participates with the staff in ongoing data analysis and formative assessment on progress toward the College and Career Readiness Performance Index.
4. Works with the Associate Superintendent, Director of School Improvement, Senior Officer, and Principal to ensure that a school leadership team is fully operational as defined in the School Keys.
5. Works with the Director of School Improvement and Principal to ensure that the leadership team activities are focused on identified needs.
6. Works with the Associate Superintendent, Director of School Improvement, Senior Officer, and Principal to ensure the consistent monitoring of instruction with the provision of timely, performance-based feedback to teachers.

Provides increased time and support to address student learning and social/emotional needs

1. Facilitates ongoing collaborative observation and feedback sessions with school-based instructional coaches, assistant principals, and instructional personnel.
2. Creates a sense of urgency and takes immediate action to help school-based instructional personnel mitigate student learning loss.
3. Monitors formative and summative assessments to ensure that results are analyzed and used to guide instruction.
4. Serves on data teams to analyze feeder school student achievement, initiate lines of communication and planning with feeder schools and develop early warning systems and transition programs for students.
5. Collaborates with local universities, technical schools and civic/community organizations to improve academic performance of students.

Develops and Implements Instructional and Support Strategies

1. Collaborates with teachers to effectively adjust instructional strategies, classroom management and assessment techniques to ensure student achievement.
2. Facilitates training for teachers and administrators in areas of need as identified by the district and the school.
3. Directs the use of data to increase overall school improvement and to eliminate the achievement gap.
4. Works with the Principal and other staff to ensure the implementation of a comprehensive, job-embedded professional learning program for all staff, focused on identified and documented needs for improving teaching and learning

Works with Teachers, School Leaders and District Staff

1. Assists and supports the principal and staff in focusing school activities on student achievement.
2. Facilitates one-on-one coaching and support as needed.
3. Provides reports to the Associate Superintendent, Senior Officer, and School Improvement Director regarding the school's progress on all components of the Data-Driven instruction, as well as indicators of progress such as teacher effectiveness, formative assessments, dropout recovery efforts, over-age for grade program and credit recovery/acceleration.
4. Performs other duties as necessary in support of school improvement.

Terms of Employment:
Incumbents will receive an annual contract. The work calendar will be 229 days. Salary will be determined based on highest level of certification and allowable experience. Exempt.

NON-ESSENTIAL RESPONSIBILITIES
A responsibility is considered to be "non-essential" (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the "Duties and Responsibilities" section for those responsibilities that could be considered "non-essential" based on this definition.

PHYSICAL AND SENSORY DEMANDS
Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

OFFICE Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.