Curriculum Development Jobs in Baltimore, MD (NOW HIRING)

Are you interested in working with an organization that is transforming the way America cares for and educates its children?

The Children's Guild is seeking an experienced Director of Academics to establish a culture consistent with the tenets of Transformation Education (TranZed) as a means of assuring the existence of a milieu that produces students who are prepared for post-graduation and life skills by being able to think critically, be as independent as possible, problem solve creatively, be self-disciplined, to learn how to learn and who understands that the goal of life is to serve a cause larger than oneself. This position serves as the leader of the academic programming for the school. The Director of Academics assists the principal in planning, development, and implementation of all aspects of the TranZed school program and implementing all MSDE benchmarks and outcomes. S/he works alongside the principal and participates in all aspects of the TranZed school design including curriculum development, staff development, evaluation and program documentation, IEP development and other administrative responsibilities as required by the school program.

The Children's Guild Alliance is a nonprofit organization serving children, families, and child-serving organizations. We are dedicated to transforming how America educates and cares for its children through education, behavioral health, national training, and consultation services. Affiliates of The Children's Guild Alliance include The Children's Guild, Monarch Academy public charter and contract schools, Monarch Preschool College Park, TranZed Academy for Working Students, TranZed Apprenticeships, The Children's Guild DC Public Charter School, Transformation Education Institute, and The National Children's Guild Fund. We are among the most experienced child-serving organizations in the Greater Baltimore/Washington region and are currently expanding in national and international programs. Each year, the agency's continuum of care and hundreds of professional staff help thousands of youths and young adults and their families achieve excel and succeed. We operate public charter and contract schools; special education schools; preschool; apprenticeships, and pre-career programs; therapeutic group homes; treatment foster care; and behavior health services. We invite you to be part of our innovative team!

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Essential Duties and Responsibilities:

• Assist teachers with implementing the Transformation Education approaches to learning.
• Participate in the development of compelling topics and learning targets that are aligned with the core curriculum.
• Support organizational structures and intervention levels for tiered instruction.
• Lead curriculum development projects

• Design internal writing benchmarks for assessing students writing.
• Monitor instruction by daily learning walks and observations.
• Coach and model for staff the student assessment protocols
• Model direct instruction techniques which are brain based
• Assist in data analysis of summative and formative assessments.

• Supervise teachers and teacher assistants and provide feedback for professional growth and instructional delivery.
• Assist principal with data collection of student achievement and monitors accountability plan
• Assist individual teachers and teacher teams in developing high quality learning projects (in depth, project-based investigations aligned with standards) as the primary way of organizing curriculum
• Motivate teachers to continue to develop their content knowledge and instructional repertoire through modeling effective instructional practices in staff meetings, professional development sessions and crew meetings
• Design an effective professional learning community.

• Organize staff development schedule and monitor effectiveness of professional development activities.
• Link the physical environment to the desired learning experience to meet the brains need for contrast, challenge and variety
• Organizes professional development days and schedules.
• Assumes other duties as assigned.

Cultural Awareness Expectations:

• The Children's Guild employees are expected to honor the diversity that makes up our community. This includes being respectful and accepting of everyone's personal identity. The Children's Guild empowers employees to share their own identities and encourages all members to learn from each other to foster a safe, tolerant, and diverse community.
• The Children's Guild expects all to contribute to a space where individuals can grow, learn, share, and embrace differences in a respectful environment. The Children's Guild recognizes that expressing personal and cultural identity is crucial to cultivating a safe community for staff, children, and families.
• Staff will build an empathetic, supportive, and equitable environment for the students and families we serve.
• Staff will value all children and families we serve and colleagues by embracing their diverse talents, perspectives, identities, and experiences, while fostering inclusion that inspires innovation, encourages respect, and promotes growth.
• Staff will attract and sustain a diverse workforce by recruiting, hiring, developing, and retaining employees who work collaboratively to carry out the mission of The Children's Guild.

Supervisory Responsibilities:

Directly supervises IEP Coordinator, CIAC Coordinator, teachers, teachers assistants, in the school program. Carries out supervisory responsibilities in accordance with the organization's policies and applicable laws. Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.

Competencies:

To perform the job successfully, an individual will retain accountability for the following Key Result Areas (KRAs).

Key Result Area #1: Professional Development:

• Develops the professional development calendar in alignment with the school improvement plans, instructional needs, and the organizations mission.
• Presents professional development trainings on various educational topics during in-service days, orientation, and at organizational gatherings.

• Assists and trains instructional staff with development of lesson plans, individualized education programs, report cards, instructional strategies, assessment tools, data interpretation, instructional technology and behavior management strategies.
• Conducts ongoing coaching/mentoring with educational staff: Instructional Coaches, Teachers, Teaching Assistants, and therapeutic behavioral aides.
• Evidence of self-directed learning through attendance at conferences, seminars, workshops, and continuing education aligned with the organizations mission.

Key Result Area # 2: Instructional Leadership:

• Provides instructional staff members with the resources and staff development needed to grow professionally.

• Ensures all teachers implement lesson plans and project-based learning aligned with Maryland state standards and are provided assistance as needed on creating, writing, and executing lesson plans.
• Conducts formal observations on teachers quarterly and continually provides feedback to teachers through informal walkthroughs.
• Develops, implements, and monitors Professional Learning Communities.
• Conduct walk-throughs to determine program needs, staff training needs, evaluate progress and provide feedback to instructional staff in collaboration with the principal.
• Responsible for training classroom teams in the Team Primacy process, participates in team primacy meetings to provide support and guidance to classroom teams, and audit the proper deployment of the process.

• Develops and maintains the instructional inventory to ensure there are adequate instructional materials and curricula for teachers to reach students across all grade and functional levels.

Key Result Area # 3: Communication:

• Communicate effectively with students, parents, and staff members through email, phone calls, flyers, and in-person meetings.
• Participate in and lead team meetings focused on school-based instructional practices weekly.
• Effectively communicate with staff members when instructional requirements are not met.

• Provide reports on student achievement and instructional programming as requested in a timely manner.
• Provide communication and feedback when necessary, for staff improvement in alignment with the organizations progressive disciplinary process.

Key Result Area # 4: School Improvement:

• Continuous Quality Improvement reports are accurate and submitted quarterly to the Vice President of Special Education and Related Services
• The related service tracking system is in place and audited on a monthly basis. This will involve an auditing of clinical and educational services as stipulated on the IEP.

• A tracking system is in place for recording IEP reviews.
• Report cards are reviewed and distributed on a quarterly basis.
• Assessment of ongoing training needs for the program is conducted using various tools.
• The school environment reflects the Children's Guilds philosophy, values and culture.
• Identifies College of Transformation courses with staff on their Staff Individual Growth Plan