NORTH LITTLE ROCK SCHOOL DISTRICT

for

Multi-Classroom Leader for Elementary Special Education

Department: Instructional

Job Status: Full Time

FLSA Status: Exempt

Reports To: Director of Special Services

Grade/Level: Elementary (P-5)

Amount of Travel Required: Minimal travel may be required if in conjunction with pre-approved professional development activities

Positions Supervised: None

Work Schedule: 192-day contract, Monday through Friday; 8 hours per day as set by the building Principal, plus participation in Opportunity Culture professional development, and additional time as needed for completion of duties

POSITION SUMMARY

The multi-classroom leader (MCL) leads a team of special education teachers and paraprofessionals to meet the district's standards of excellence. Through regular coaching and support, helps team members grow in their practice, improve their content knowledge, and meet their professional development goals; works collaboratively with the team and provides new ideas, methods, and tools to improve student learning; organizes the team to review student progress and change instruction to ensure high-progress learning for every child; and teaches students her/himself in most cases.

The team leader is fully accountable for the learning of all students taught by her/his team members.

This position will be responsible for implementation of the Wilson Reading Program for special education as well as leading the response to intervention in the buildings where the MCL is assigned.

Tool: Applicant Guidelines—Prior Effectiveness Data Submission

North Little Rock School District

We want to know about your prior successes as an excellent teacher and colleague! If you want to extend your reach to more students and collaborate with peers, we are interested in learning more about your positive impact on students and schools.

As a required component of your application, you will need to provide data evidence of high-progress student outcomes in relevant subjects. If data are not available for all years requested, please explain and provide alternative evidence of impact on students where possible (e.g., facilitators, non-assessed grade or subject).

Applicants who can show evidence of consistent positive impact on student learning progress and peer teacher success are favored in our application process. We encourage you to "show your stuff'!

Please submit the number of years of data required for the most advanced role for which you are applying:

Multi-Classroom Leader:

5 years is ideal and must be submitted if you have data

If you do not have 5 years, please submit the years that you have

If you have been a teacher-leader with responsibility for the teaching success of other teachers, please report on their results as well

The submission must be no more than three pages total and must include a narrative of no more than 750 words and a visual display of data with clear labels of what the data is. Please do not include any individual identifiers or names of students or colleagues other than yourself. If needed, you can refer to them as Colleague1, Colleague2, Student1, Student2, etc.

To ensure that the context of your data is easily understandable, your submission must include the following in either the narrative or the visual display of data:

Your name

School or department where you worked for each set of data you include

Timeframe for the data (e.g., 2012-13 school year)

Subjects and grades (e.g., 3rd-grade mathematics) for the data

The number of students taught or served

The number of other teachers led, if applicable

Data source (e.g., MAP, end of grade or end-of-course tests, state proficiency exams, teacher-created assessments, EVAAS growth scores)

Baseline to which you are comparing your students (state, district, county) to demonstrate how you are measuring your success

Proficiency and growth rates

A description of your specific contribution to the data outcomes (versus other teachers), who taught with you, if applicable, and the significance of the impact relative to similar students.

ESSENTIAL FUNCTIONS

Oversee the implementation of the Wilson Reading Program for special education with assigned team members.

Lead the response to intervention with assigned team members.

Establish and enforce rules for behavior and procedures for maintaining order among the students for whom responsible. Follow district policy and building procedures associated with student management; consistently demonstrate proficient classroom management skills.

Maintain a cooperative relationship with other staff members.

Demonstrate a high individual rate attendance (goal being 95% or above annually) in order to maximize student learning.

Follow all building procedures regarding attendance and punctuality keeping your Principal and Supervisor informed at times.

Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.

Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.

Plan and conduct activities for a balanced program of instruction using researched-based best practices.

Instruct and monitor students in the use and care of equipment and materials, in order to prevent injuries and damage.

Use technology to support instruction.

Meet with parents and/or guardians to discuss their children's progress.

Confer with parents or guardians, other teachers, counselors, and administrators in order to resolve students' behavioral and academic problems. Assist in the development and implementation of IEP's and 504 Plans.

Assist team members as needed in preparing objectives and comprehensive lesson plans following curriculum maps and the Arkansas State Frameworks.

Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence.

Collaborate with other teachers and administrators in the development, evaluation, and revision of school programs.

Prepare reports on students and activities as required by administration.

Attend staff meetings and serve on committees as required.

Perform supervisory duties as assigned in accordance with state statutes.

Adhere to the state mandated " Code of Ethics for Arkansas Educators."

Follow all state and federal guidelines in association with IDEA and ADA to ensure that all students have access to a comprehensive education.

Maintain a valid Arkansas Teacher's License with appropriate certification.

Adhere to the NLRSD Board policies, administrative procedures, and rules governing students; implement the NLRSD Desegregation Plan as it applies to the assignment. Policies of the North Little Rock School District are made available to employees as posted on the NLRSD website located online at www.nlrsd.org http://www.nlrsd.org/ by accessing the "School Board" tab and opening the "Policies by North Little Rock School District Board of Education" folder, the opening the "Certified Personnel" link.

Other duties as assigned by the building Principal or Opportunity Culture Director. Planning and Preparation

Set high expectations of achievement that are ambitious and measurable for all students taught by team

Establish methods and create instructional tools and materials that team teachers use in all classrooms

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

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:

set ambitious, measurable expectations for behavior and engagement hold students accountable

create physical classroom environments conducive to collaborative and individual learning

establish a culture of respect, enthusiasm, and rapport

Instruction

Lead team to:

set ambitious, measurable standards of academic achievement and hold students accountable

identify and address individual students' social, emotional, and behavioral learning needs and barriers

identify and address individual students' development of organizational and time-management skills

invest students in their learning using a variety of influence techniques

incorporate questioning and discussion in student learning

incorporate small-group and individual instruction to personalize and tailor instruction to individual needs

monitor and analyze student assessment data to inform enriched instruction by teacher

communicate with students and keep them informed of their progress

Professional Responsibilities

Participate in and ensure that all team members participate in team professional development, specifically but not limited to Opportunity Culture training during the summer and school year

Observe and give feedback to team teachers on a regular basis

Provide in-class support for team teachers, including co-teaching and modeling lessons

Solicit and eagerly receive feedback from supervisor and team members to improve professional skills

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

Organize and schedule team time to ensure alignment of instructional vision and delivery in all classrooms, and to troubleshoot students' persistent learning challenges

Determine how students spend instructional time based on instructional skills and content knowledge of teachers in team

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

Allocate non-instructional administrative duties among team of teachers and paraprofessionals

Model instructional tasks to aid team development

Clarify and adjust team members' roles and provide feedback, developmental advice, and assignments to develop their effectiveness

Provides novice teacher support in coordination with the district recruitment and retention facilitator

POSITION QUALIFICATIONS

Competency Statement(s)

Accountability - accepts responsibility and account for his/her actions

Accurate - performs work accurately and thoroughly

Adaptability - adapts to change in the workplace

Communication, Oral - communicates effectively with others using the spoken word

Communication, Written - communicates in writing clearly and concisely

Consensus Building - brings about group solidarity to achieve a goal

Creative - thinks in such a way as to produce a new concept or idea

Regular Attendance - reports to work regularly to maximize student progress

Diversity Oriented - works effectively with people regardless of their age, gender, race, ethnicity, religion, or job type

Enthusiastic - brings energy to the performance of a task

Ethical - demonstrates conduct conforming to a set of values and accepted standards

Goal Oriented - focuses on a goal and obtains a pre-determined result

Honesty / Integrity - truthful and seen as credible in the workplace

Initiative - takes actions to solve problems or reach goals

Innovative - looks beyond the standard solutions

Interpersonal - gets along well with a variety of personalities and individuals

Judgment - formulates sound decisions using the available information

Loyal - demonstrates a trait of duty to students and to coworkers

Management Skills - organizes and directs oneself, and a classroom, so as to effectively supervise students

Motivation - inspires oneself, and students, to reach a goal and/or perform to the best of their ability

Organized - possesses the trait of being organized so as to follow systematic methods of performing tasks

Patience - acts calmly under stress and strain

Positive attitude - optimistic, team-first attitude displayed at all times

Presentation Skills - effectively presents information to students, parents, and others

Problem Solving - finds solutions for challenges, deals proactively with work-related problems

Punctual - reports to work on time, reports to class or other duties on time

Reliability - dependable and trustworthy

Responsible - accountable or answerable for one's conduct.

Tactful - shows consideration for and maintains good relations with students, parents, and coworkers

Team Building - convinces students, parents, and coworkers to work toward goals

Multi-Classroom Leader—Critical Competencies

Critical Competency

Definition

Achievement (ACH)

The drive and actions to set challenging goals and reach a high standard of performance despite barriers.

Monitoring and Directiveness (M&D)

The drive and actions to set clear expectations and hold others accountable for performance.

Planning Ahead (PLA)

A bias toward planning in order to reach goals and avoid problems.

Impact and Influence (I&I)

Acting with the purpose of influencing what other people think and do.

Team Leadership (TL)

Assuming authoritative leadership of a group for the benefit of the organization.

Cultural Engagement (CE)

Noticing, anticipating, and acting to meet people's practical and emotional needs, considering the possible effect of culture, past experiences, or personal characteristics—including race, gender, sexual orientation, religious, economic, and/or other backgrounds—in order to create positive impact on individuals and groups.

Initiative & Persistence (I&P)

The drive and actions to do more than is expected or required in order to accomplish a challenging task.

Belief in Learning Potential (BLP)

A belief that all students, regardless of circumstances, can learn at levels higher than their current achievement indicates.

Developing Others (DO)

Influence with the specific intent to increase the short- and long-term effectiveness of another person.

Flexibility (FL)

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

Additional Qualifications

Knowledge of subject matter being taught

Bachelor's degree required, Master's preferred

Valid teaching license

Three to five years of teaching experience

Prior evidence of above average, high-progress student outcomes in the relevant subjects

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

Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Preference given to applicants who have worked with demographics similar to the desired school placement.

Preferred: National Board Certification Teacher, Arkansas Leadership Academy Teacher Leader Institute, Praxis GACE Teacher Leadership Assessment, Lead Professional Educator licensure endorsement, or Master Professional Educator licensure endorsement

Education

Minimum of a Bachelor's Degree with a valid Arkansas Teacher's License in Special Education.

Experience

Three to five years of teaching experience, with a minimum of three years in Special Education.

SKILLS & ABILITIES

Computer Skills

Basic technology proficiency, with the ability to learn and implement district teacher technology to include student data review and analysis, grade reporting and parental communication technology

Certificates & Licenses

Valid Arkansas Teacher's License with appropriate certification.

Other Requirements

Appreciation for diversity and cultural competency. Ability to pass required ASP/FBI/DHS background checks.

PHYSICAL DEMANDS

Physical Abilities Lift /Carry

Stand C (Constantly) 10 lbs or less F (Frequently)

Walk F (Frequently) 11-20 lbs F (Frequently)

Sit O (Occasionally) 21-50 lbs F (Frequently)

Handling / Fingering F (Frequently) 51-100 lbs N (Not Applicable)

Reach Outward F (Frequently) Over 100 lbs N (Not Applicable)

Reach Above Shoulder F (Frequently)

Climb O (Occasionally)

Crawl O (Occasionally)

Squat or Kneel O (Occasionally)

Bend O (Occasionally)

Push / Pull

12 lbs or less F (Frequently)

13-25 lbs F (Frequently)

26-40 lbs O (Occasionally

41-100 lbs N (Not Applicable)

N (Not Applicable) Activity is not applicable to this occupation.

O (Occasionally) Occupation requires this activity up to 33% of the time (0 - 2.5+ hrs/day)

F (Frequently) Occupation requires this activity from 33% - 66% of the time (2.5 - 5.5+ hrs/day)

C (Constantly) Occupation requires this activity more than 66% of the time (5.5+ hrs/day)

Other Physical Requirements

Vision (Near, Distance, Peripheral)

Sense of Sound (ability to converse with students and parents)

Sense of Touch

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is quiet to loud, depending on the activities of the day. Duties are performed indoors and occasionally outdoors. The work environment is generally indoors in a school classroom. Large crowds and student assembly situations are encountered in this job. The information contained in this is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

The North Little Rock School District is an Equal Opportunity Employer.