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The Senior Lead Educator is assigned centrally and consigned to schools. The Senior Lead Educator position involves four primary responsibilities: coaching, facilitating professional development, and conducting instructional analyses, contributing to teacher evaluations. Senior Lead Educators are members of the leadership team and regularly attend instructionally focused leadership team meetings at the assigned CHP School.  Senior Lead Educators are involved in the school-wide teacher and student data analysis process.  

ESSENTIAL DUTIES AND RESPONSIBILITIES

The following is an explanation of the duties of the Senior Lead Educator. It includes the major highlights of the requirements of the position. There should be a clear understanding that the duties outlined below are not all encompassing. Additional responsibilities may be assigned to the Senior Lead Educator as required.

A.  Coaching of Career Teachers

1. Create individualized coaching plans for teachers (new teachers and teachers on action plans, and teachers needing additional support) based on classroom visits and the Danielson Performance Rubric.
2. Observe teachers’ classrooms on a regular basis and collect data to create coaching plans/supports. 
3. Facilitate coaching sessions with teachers to work on one identified area of refinement in his/her instructional practice until the teacher demonstrates evidence of consistency in the instructional practice.  Coaching sessions include teacher reflection and defined next steps.  
4. Maintain a coaching calendar/logs and coaching plans. Weekly coaching calendars are to be shared with the Senior Director of Teaching and Learning.
5. The frequency of classroom visits and coaching sessions is dependent on a teacher’s scores on the Danielson rubric, years of experience, and teacher’s request.  Below are guidelines, but not absolutes, for frequency of coaching sessions:

1. Teacher’s scores: Teachers receiving below an effective rating on Danielson Rubric will receive weekly coaching sessions.
2. Teacher’s years of experience: Teachers in their first year of teaching at a CHP School will receive weekly coaching sessions.
3. Teachers can request weekly coaching even if they don’t meet the above criteria.
4. All other teachers will receive coaching at least once every 10 school days or as needed.

         6. May provide demonstration lessons, model a portion of a lesson, team teach, provide behavior  management support, facilitate visits to other teacher’s classrooms, assist with lesson planning, and/or video recording on a need-by-need basis or on teacher request. 

         7.   Provide teachers with researched based materials to support instruction. 

B. Facilitate Professional Development

1. Lead the design and delivery of needs based and/or research-based professional development for teachers. 
2. Present the purpose for the professional development session and how it positively impacts student achievement.
3. Model new learning in professional development sessions. 
4. Work closely with other Lead Educators to plan and implement professional development sessions.
5. Identify the topics for professional development based on school, teacher, and student data.
6. Professional development sessions are to be facilitated by the Lead Educator on a weekly or bi-weekly basis or as directed by the administration.
7. Provide the appropriate follow-up support to career teachers in implementing the learned practices into the classroom.

C. Leadership Standards

1. Lead Educators will be 12-month employees and follow the CHP School calendar accordingly.
2. Meet as a Lead Educator CHP team at least 2 hours every month
3. Meet individually with Senior Director of Teaching and Learning at least 30 minutes every two weeks
4. Meet as a Lead Educator school team at least 1 hour per week to plan professional development, create and revise coaching plans, analyze data, and reflect on instructional analysis.
5. Meet with the School Leadership Team at least 1 hour per week to analyze school and teacher needs and develop professional development.
6. Construct and maintain a data wall to support data driven decisions.
7. Attend grade group meetings upon request of administration to support teachers.
8. Support administration in completing all reports in a timely fashion.
9. Support administration in reviewing lesson plans and providing feedback to teachers.
10. Assist administration in implementing school-wide programs and interventions. Support the development of CHP-wide curriculum.

PROFESSIONALISM

Interpersonal/Teamwork

1. Maintains positive and professional relationships with colleagues, children and parents.
2. Contributes as a team member and actively collaborates with others to meet the mission and goals of CHP Schools.

Work Habits

1. Knowledgeable and supportive of CHP Schools’ policies and procedures, including those in the Policy and Procedure Manual, and implements them consistently.
2. Knowledgeable of laws, regulations, and standards pertinent to his or her work and demonstrates compliance.
3. Demonstrates integrity by striving for safe and effective service delivery, as well as accurate, timely and complete documentation.
4. Contributes to maintaining a ‘Culture of Safety’ for students, parents, colleagues and visitors.
5. Reports to work, as well as all meetings and appointments, in a timely manner.
6. Dresses appropriately and professionally based on scheduled activities of the given day.  Strives to serve as a role model to clients.

Professional Development

1. Participates in individual supervision as scheduled by the supervisor.
2. Accepts and follows suggestions, directives, and requests to perform additional duties willingly and flexibly.
3. Consults his or her supervisor or others, as appropriate, for collaborative problem solving.
4. Exercises sound judgment, knowledge, and creativity in decision making.
5. Takes on personal development and building a learning environment.
6. Completes and demonstrates competency in all mandatory training as identified by the organization including knowledge of child and adolescent growth and development.
7. Participates in additional training as identified in supervision or by external licensing, contractual, and accreditation organizations.

1. Must have a Master Degree in Education.
2. Must be certified in a content area.
3. Must have a minimum of 3 years of coaching experience.
4. Must have strong interpersonal skills related to coaching leadership skills.  
5. Must have strong written and verbal communication skills.  
6. Must have documented gains in student achievement as a teacher.
7. Bilingual Spanish preferred.

Certificates, Licenses, and Registrations

1. Pennsylvania Teacher’s Certificate is required
2. PA Principal Certificate preferred

Ongoing Training and Credentialing

1. Meets all ongoing requirements as identified by the agency and the Human Resources Office.

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.

A. The Senior Lead Educator will work indoors, outdoors, on campus and off campus with frequent stressful situations.

B. You will work minimally work 37.5 hours in a work week that may include occasional weekend and evening work.  It is expected to work beyond the regular work week hours.