Position Type:
Elementary School Teaching/Kindergarten through Grade 5

Date Posted:
6/13/2022

Location:
Fayetteville Street Elementary School
(High-Needs School)

Date Available:
08/17/2022

Position Number: Assignment Type: Position Term: 34412TContinuing10 months FTE: Classification: Salary or Hourly Rate: 100%LicensedState Salary Scale + Local SupplementContact Name:
Ebony Bailey
Contact Phone Number:
919-560-3944
Contact Email Address:
Ebony_Bailey@dpsnc.net

This teaching position will serve as an ELA Focus Leader for 5th Grade and may be eligible for sign on bonuses up to $8,000.

ELA Focus Leader leads a team of teachers and other staff responsible for multiple classrooms to meet the leader's standards of excellence.

• The focus leader is responsible for 2 to 3 classrooms. (S)he establishes each team member's roles and goals, determines how students spend time and organizes teaching roles to fit each teacher's strengths, content knowledgeand professional development goals.
• The focus leader also teaches students her/himself, but is assigned a teaching load that enables him/her to perform the team leadership function well. The team uses the leader's methods and tools.
• The focus leader organizes the team to review student progress and change instruction to ensure high progress learning for every child.
• The focus leader works collaboratively with the team, using the team's new ideas and innovations that the leader agrees may improve learning.
• The focus leader is fully accountable for learning and development of all students taught by the teammembers. (S)he provides feedback to the principal in choosing, evaluating and developingthe team, or dismissing low performers when necessary.

Essential Duties: (These duties represent a sample and may vary by position.)

Planning and Preparation:

1. Set high expectations of achievement that are ambitious and measurable for all students

taught by team.

2. Establish methods and create instructional tools and materials that team teachers use in

all classrooms.

3. Set direction, verbally and with tools and materials, that clarify content and teaching

process.

4. Lead team to: plan backward to align all lessons, activities and assessments; design

instruction that is enriched (developing higher order thinking skills) and personalized

(reflecting learning levels and interests of individual students); design assessments that

accurately assess student progress.

Classroom Environment:

Lead team to:

1. Hold students accountable for high expectations of behavior and engagement that are

ambitious and measurable.

2. Create physical classroom environments conducive to collaborative and individual

learning.

3. Establish a culture of respect, enthusiasm and rapport.

Instruction:

Lead team to:

1. Hold students accountable for ambitious, measurable standards of academic

achievement.

2. Identify and address individual students' social, emotional and behavioral learning needs

and barriers.

3. Identify and address individual students' development of organizational and time management skills.

4. Invest students in their learning using a variety of influence techniques.

5. Incorporate high quality questioning and discussion in student learning.

6. Incorporate small-group and individual instruction to personalize and tailor instruction to

individual needs.

7. Monitor and analyze student assessment data to inform enriched instruction by teacher.

8. Communicate with students and keep them informed of their progress.

Professional Responsibilities:

1. Solicit and eagerly receive feedback from supervisor and team members to improve

professional skills.

2. Lead team to maintain regular communication with families and work collaboratively with

them to design learning both at home and at school and to encourage a home life

conducive to learning success.

3. Determine how students spend instructional time based on instructional skills and

content knowledge of teacher in team.

4. Allocate instructional process elements (lesson planning, large-group instruction, small group instruction, individual interventions, data analysis, grading, etc.) among team of

teachers based on teacher strengths, content knowledge and professional development

goals.

5. Allocate non-instructional administrative duties among team of teachers.

6. Model instructional tasks to aid team development.

7. Clarify and adjust team members' roles and provide feedback, developmental advice

and assignments to develop their effectiveness.

8. Evaluate team members for potential roles changes and for increasing job opportunities

for team teachers who are ready to advance (to new or more complex roles).

9. Provides feedback to the principal concerning dismissal of team members who do not

meet the leader's standards.

10. Participate in professional development opportunities at school.

Education and Experience: Minimum Requirements

Bachelor's degree

Knowledge of subject matter being taught

At least five years of prior teaching experience with:

Sustained demonstration of high-progress student outcomes in relevant subjects

(Elementary Education, Math, Science, Social Studies, English/Language Arts)

and evaluations rated as accomplished or higher in the four most recent years

AND/OR

Evidence of a strong correlation between the Professional Teaching Standards

and EVAAS data that supports student growth.

Technology proficiency and knowledge of digital learning may be required for certain

Assignments

Experience successfully leading and managing a team of adults to accomplish goals

Licensing / Certification Requirements:

Must hold or have the ability to attain a current valid North Carolina teaching license in the

subject and grade level appropriate to the schools' needs.

Knowledge / Skills / Abilities:

Ability to set challenging goals and reach a high standard of performance despite barriers.

Ability to plan ahead in order to reach goals and avoid problems.

Ability to set clear expectations and hold others accountable for performance.

Ability to adapt one's approach to the requirements of a situation and to change tactics.

Ability to apply logical thinking or reasoning to define and administer effective lesson plans

and course objectives.

Ability to interpret technical instructions and school system policies and procedures.

Ability to maintain curriculum guidelines or requirements as established by the State and

school system.

Ability to effectively interact with principals, co-workers, students and parents.

Ability to solve problems involving sensitivity or conflict.

Ability to use and apply methods of effective instruction

Ability to interpret and use of assessment results.

Ability to work confidentially and with discretion.

Ability to manage time, meet deadlines, prioritize projects, plan starting and ending

deadlines, and successfully bring closure to projects.

Excellent computer and reporting skills.