POSITION TITLE: Professional Growth Specialist

On June 28, 2011 the Massachusetts Board of Elementary and Secondary Education adopted new regulations to guide the evaluation of all educators serving in positions requiring a license - teachers, principals, superintendents, and other administrators. The Boston Public Schools' (BPS) evaluation system supports the continuous growth of educators and students. With multiple measures of educator effectiveness and a process for educators to chart their own growth, this system is at the cutting edge of educator performance evaluation. BPS is committed to ensuring that all evaluators are well-trained, and that those being evaluated understand the process. When you invest time in an educator evaluation, you:

• Promote more effective teaching and administrative leadership practices in schools, resulting in improved outcomes for students.
• Provide a great opportunity for BPS central office and school leaders to target professional development resources toward areas of need, leading to more effective support for teacher professional growth.
• Cultivate a learning culture among all members of the school community.
• Fulfill state regulations and the BPS-Boston Teachers Union (BTU) contractual requirements.

REPORTS TO: Director of Evaluation and Performance Management, Office of Human Capital

RESPONSIBILITIES:
Specific responsibilities include, but are not limited to, the following:

• Continue development, maintenance and oversight of the portfolio of PMT professional learning experiences, resources, and supports, including:
• District-wide transition to new online evaluation platform, TeachPoint
• Evaluator basic training (to include an embedded evaluator calibration component)
• BPS district-wide learning venues such as:
• August Leadership Institute
• Teacher Summer Institute
• New Principals Institute
• Advanced Leadership Academy
• Observation & Feedback Course
• Coaching & Support Courses
• Manage a caseload of teachers, implementing BPS' professional growth system, including:
• Review, assess, and approve teachers' self-assessments and goals;
• Develop Educator Development Plans according to state regulations;
• Use BPS' rubric to observe each teacher's practice (through classroom observations) and submitted artifacts;
• Deliver ongoing written and verbal feedback to teachers about their performance;
• Regularly track, measure, and communicate teacher growth and development through the Educator Development and Feedback System (EDFS) for SY1819 and TeachPoint in future years and to authorized BPS staff when necessary.
• Support teacher growth through planning and modeling in identified areas of need.
• Participate in co-observations and norming activities to ensure accuracy and validity of evaluation process.
• Communicate regularly with school leaders regarding educator's assignment and practice.
• Manage and coordinate complex scheduling, deadlines and necessary paperwork.

• Support the improvement and calibration of district-wide performance management practices, including:
• Collaborate with the Performance Management Team to focus intensive performance management support to schools at risk for moving into Turnaround Status.
• Calibrate evaluative approaches of school leaders to improve overall school evaluative practices and educator performance.

Qualifications - Required:

• Master's Degree in Education or related field
• Active and valid MA DESE Educator license and SEI Endorsement
• Deep knowledge of content and instruction, with at least three years of PreK-12 teaching experience, preferably in high-need schools or with high-need populations, and a proven track record of raising student achievement.
• Significant experience observing and providing direct and actionable feedback to teachers, both written and verbal, that leads to immediate teacher improvement.
• Significant experience providing professional development to teachers and school administrators.
• Significant experience improving teacher performance as a school administrator, instructional coach, or teacher mentor.
• Significant experience with teacher evaluation systems in Massachusetts or elsewhere.
• Outstanding critical thinking skills, attention to detail, and organization skills.
• Excellent oral communication and writing skills.
• The ability to communicate compelling feedback that motivates others, impacts instruction and accelerates student achievement
• The ability to work independently and manage multiple responsibilities simultaneously.
• A commitment to constant learning and improvement, in both your own work and the work of others.
• Outstanding interpersonal, communication and teamwork skills, including the ability to collaborate, attain and grow effective partnerships to meet common goals.
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment

Qualifications - Preferred:

• Active and valid MA Principal/Assistant Principal, Superintendent/Assistant Superintendent, or Director/Supervisor license and SEI endorsement
• Excellent analytical skills, including experience working with qualitative and quantitative teacher performance data.

Terms: Managerial, Tier D. 12 Months (Full time, 246 days, July 1 through June 30). See Superintendent's Circular #HRS-HS5, Managerial Conditions of Employment for more details.

Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. This position subject to the City of Boston residency requirement.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.