TEACHER LEADER- MATH (Secondary)

Doyle Administration Building

43,471.00 - 74,600.00

Purpose of Position:

The Secondary Math Teacher Leader is member of the Department of Curriculum & Instruction who works collaboratively to promote coherent standards-based instruction and assessment in secondary mathematics with connections across STEM disciplines in order to support high expectations for all students through curriculum development, professional development, and support to schools within a multi-tiered system of support. Duties of this position include, but are not limited to, the following:

• Prioritize support with a commitment to excellence with equity and a sense of urgency towards removing systemic and historic barriers to equitable education.
• Provide leadership in the development, selection, articulation, and implementation of curriculum, assessments, interventions, tools, and resources that are vertically and horizontally aligned to the Common Core State Standards for Mathematics, disciplinary literacy standards, and college and career readiness standards.
• Develop and deliver professional development to support teachers, interventionists, and other school staff on using data to strengthen instructional planning and classroom instruction to meet students' needs.
• Provide support to schools through professional development, coaching support, and use of data for decision making within a multi-tiered system of support.
• Utilize engagement and collaboration strategies to strategically align resources to support student and family needs, engage them in culturally responsive ways, and develop collaborations to disrupt the systems and structures that have historically excluded our marginalized families and students.
• Participate in activities that promote district priorities.

Essential Duties and Responsibilities:

Leadership in Professional Development

• Collaborates with Central Office and school-based leadership to plan professional learning that is team-based, job-embedded, sustained over time, aligned with content standards, and linked to district goals.
• Employs presenting skills to communicate ideas clearly and confidently.
• Uses information about adult learning to respond to the diverse learning needs of participants by identifying, promoting, and facilitating varied and differentiated professional learning.
• Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning.

Leadership in Curriculum Development and Implementation

• Understands and can articulate the systems and beliefs that may lead to inequitable outcomes for students of color, and adapts instruction to meet the needs of each student
• Addresses matters of race, language acquisition, and unique student learning needs to make sure that all students have equal access to a high quality education
• Values and welcomes student home culture and language as assets for teaching and learning
• Demonstrates knowledge of the Common Core State Standards and content standards across STEM disciplines.
• Demonstrates knowledge of disciplinary literacy and how to use the Common Core State Standards to engage with discipline-specific texts and tasks.
• Utilizes tools and resources to integrate Culturally and Linguistically Responsive Practices into instructional practice in order to support the success of all students.

Leadership in Facilitating Groups / Teacher Teams

• Employs facilitation skills to create trust among colleagues, develop collective understanding, and build ownership and action that supports student learning.
• Utilizes group processes to help members of a group work collaboratively to solve problems, make decisions, manage conflict, and promote meaningful change.
• Models effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs of self and others in order to advance shared goals and professional learning.

Leadership in Coaching

• Creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues.
• Promotes instructional strategies that address issues of diversity and equity in schools and the classrooms and ensures that individual student learning needs remain the central focus of instruction;.
• Facilitates the analysis of student learning data, collaborative interpretation of results, and application of findings to improve teaching and learning.
• Engages in reflective dialog with coaches, teacher teams, and/or individual teachers based on observation of instruction, student work, and assessment data and helps make connections to research-based effective practices.
• Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning.
• Teaches and supports colleagues to collect, analyze, and communicate data from their schools or classrooms to improve teaching and learning.

Collaboration

• Demonstrates cooperative spirit to interface productively with others in supporting schools.
• Places group goals above personal satisfaction and/or recognition.
• Follows through with commitments in a timely and reliable manner.
• Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community.
• Employs skills of networking and relationship building in order to create processes and systems that support involving others in decision-making.
• Identifies and uses appropriate technologies to promote collaboration and productivity.

Data Proficiency

• Establishes purpose for data use and determines what data are most meaningful.
• Facilitates the analysis and use of data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture.
• Uses data to prioritize goals and action steps in planning with schools around supports for students.

Family and Community Engagement

• Examines one's own implicit bias about community, culture, and diversity.
• Facilitates colleagues' self-examination of their own understandings of community, culture, and diversity in service of ensuring that classroom curriculum and instruction lift the use of culturally and linguistically responsive strategies to ensure all students have support for achieving at high levels of learning.
• Collaborates with families, communities, and colleagues to develop a shared understanding of the diverse cultural and linguistic assets and educational needs of families and the community.

Self Awareness

• Reflects on strengths and growth areas regularly, and seeks support, feedback, and mentors to improve.
• Is open to learning new practices or modifying existing practices to increase student success.
• Is willing to explore the concept that personal biases exist implicitly and have the ability to impact actions.

Education, Knowledge, Skills, Abilities to perform essential job functions:

• Teacher Certification in Secondary Mathematics (DPI license 1400) required
• Additional ESL Teacher Certification (DPI license 1395) preferred
• Demonstrated knowledge of the Common Core State Standards for Mathematics and experience planning assessment for learning with these standards
• Minimum of three years classroom teaching experience in a secondary mathematics setting
• Experience in leadership role at school or district level
• Demonstrated alignment to MMSD vision and core values and ability to support staff with anti-racist, culturally responsive and inclusive teaching
• Experience with culturally and linguistically responsive teaching
• Coaching experience or other leadership experience in working with teachers to develop and implement standards-based curriculum, instruction, and assessment practices
• Must follow the district LETRS, QTEL, and AVID training plans