Position Type:
Teachers on Special Assignment

Date Posted:
9/18/2022

Location:
Stamford, CT

Date Available:
2022-2023 School Year

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:

1. Tier one Instructional Strategies and Scientifically Research-Based Interventions (60%)
   1. 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.
   2. 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.
2. Student Assessment (30%)
   1. 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.
   2. 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.
   3. 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.
   4. 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.
   5. 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.
   6. 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.
   7. 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).
3. Other Duties (10%)
   1. 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.
   2. 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

Board Approved 04/27/2021

Union:
Stamford Education Association (SEA)

Term:
One (1) Year

Work Year:
186 days, plus up to 10 additional days, as needed, paid at the per diem rate.
Full-Time, Part-Time, or Flexible Work Schedule available.

Salary:
Per SEA Contract

Contract Type:
If an external candidate is selected for this position, they will be hired on an Interim Contract for the remainder of the school year only.
If an internal candidate is selected for this position, it will be an interim assignment for the remainder of the school year only.

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.