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District Secondary Curriculum Coordinator JobID: 525

District Secondary Curriculum Coordinator

Exempt

Assistant Superintendent of Student Engagement

8/26

226

The District Secondary Curriculum Coordinator serves as the primary touchpoint for all subjects curriculum, professional development, instructional support, and resources and materials for the district. The Secondary Curriculum Coordinator is responsible for partnering with the district Curriculum and Instruction Team and school administration as a data coach, instructional specialist, learning facilitator, instructional coach, and catalyst for change. The district instructional coordinator will play a key role in enhancing student learning by supporting instructional effectiveness through facilitation of teacher collaboration; individual coaching; professional development planning, facilitation, and assessment of programs; strategic reform planning and leadership; and fidelity of curriculum implementation as developed by the Curriculum and Instruction team.

• Bachelor's Degree from an accredited university
• Valid teaching certificate
• Masters degree in Curriculum and Instruction or Leadership and Administration (preferred)
• Valid principal certificate EC-12 (preferred)
• Valid Bilingual or ESL certification (preferred)
• Evidence of multi-cultural experience and cultural competency

• At least five years teaching experience in reading and language arts in elementary and/or secondary setting;
• Campus administration experience preferred;
• Demonstrated success with coaching, modeling, and collaborating with teachers;
• Experience designing and facilitating professional learning experiences including data driven practices, Get Better Faster, and Tier 1 best practices;
• Demonstratedsuccess with culturally responsive teaching practices;
• Advanced training in digital classroom tools;
• Instructional coaching;
• Curriculum writing and resource/material acquisition;
• Professional learning communities (preferred)

• Organize, coordinate, and facilitate training of teachers, administrators and other staff to use and differentiation of district-adopted curriculum with fidelity.
• Develop and implement plans for the use of digital tools in each school.
• Develop, implement and manage curriculum alignment and student learning objectives across content areas in reading and writing.
• Develop standards-based district unit assessments for all subjects across elementary and secondary grade levels.
• Conduct and analyze on-going formative and summative assessment data of classroom instruction and overall program effectiveness.
• Provide professional development for teachers and administrators in all subjects instruction and assessment.
• Work with teachers and administrators to adapt curriculum and instruction to meet the needs of students including those students who have individualized education programs, are emergent bilinguals (EB), or Gifted and Talented identified students.
• Support classroom teachers in the differentiation of district adopted curriculum and intervention programs.
• Perform all duties relating to the Title I, Part A grant at 100%.
• Collaborate with coordinators and facilitators to implement the use of vertical and horizontal instructional planning and meetings among grade-levels and/or departments with teachers.
• Develop and support teacher leadership of collaborative groups and professional learning communities that use summative, interim, and formative data.
• Utilize strategies to improve teaching through a variety of methods, i.e., coaching, monitoring data, focused dialogue, collaborative planning, action plan implementation and providing professionallearning experiences based on district and campus level expectations.
• Provide research-based support to individual teachers in areas such as instructional strategies and materials, classroom climate and organization, behavior management, and professional growth and development to ensure that instruction meets student needs, grade level content standards, and best practices.
• Plan, demonstrate, co-teach, and coach classroom teachers as well as developing and supporting teacher leadership of collaborative groups and professional learning communities that use summative, interim, and formative data to inform instruction.
• Demonstrate knowledge of developmentally appropriate instructional strategies and student learning styles related to the unique learning needs of all students including those of special populations.
• Demonstrate knowledge and skills in the use of technology as a resource tool for accessing and analyzing data for determining appropriate interventions and support to campuses.
• Encourage and support the implementation of technology and innovative strategies in the classroom.
• Assist teachers in disaggregating and analyzing data in order to develop intentional curriculum-based assessments including the development and use of formative assessments to improve student learning.
• Support teachers with differentiation trends and areas of growth in all subjects.
• Maintain effective written and oral communication in order to build and maintain positive working relationships at the district and campus level.
• Monitor specific action plans, programs, and initiatives and develop status reports at the district and campus level.
• Organize, attend, and assist with district and campus level professional learning activities based on data and research based best practices,includingevenings and weekends as needed.
• Maintain professional development in content area, knowledge and expertise, identify current trends by attending conferences, workshops, and reading current literature.
• Collaborate with coordinators and facilitators to implement the use of vertical and horizontal instructional planning and meetings among grade-levels and/or departments with teachers.
• Collaborate with campus staff to facilitate systemic change and sustainability of district initiatives.
• Conduct teacher observations and/or walk-throughs and provide feedback that facilitates teacher reflection and growth and positively impacts student achievement.

None

Tools/Equipment Used: Standard office equipment including personal computer and peripherals
Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting
Motion: Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching
Lifting: Occasional light lifting and carrying (less than 15 pounds)
Environment: Frequent districtwide travel; occasional statewide travel
Mental Demands: Work with frequent interruptions; maintain emotional control under stress