Educational Technology And Information Literacy Specialist

Pace Academy is an independent college preparatory school in Atlanta, Ga., with an enrollment of 1,150 students in Pre‑First through 12th grade. The school provides a learning environment that cultivates global citizenship, a spirit of service, respect for differences and strong character in its students. Our commitment to a diverse, equitable and inclusive culture is reflected in a community in which differences are embraced, and students, parents/caregivers, faculty and staff have a sense of belonging.

At Pace, we hire culturally competent and responsive candidates who believe in the critical importance of diversity, equity and inclusion in the life of a school and can effectively incorporate those principles in their work. Pace actively seeks candidates from historically underrepresented populations.

The A.I., Educational Technology, and Information Literacy Specialist is a new, unique position with a focus on 21st‑century teaching and learning through professional development, student education and the assessment of emerging technologies. This position will develop and implement guidance and instructional materials around the responsible, critical use of Artificial Intelligence (A.I.) for faculty, staff and students. Key focus areas include training users on prompt authoring, maintaining security and privacy, and ensuring proper fact‑checking and source attribution.

The A.I., Educational Technology and Information Literacy Specialist will also focus on designing and implementing a comprehensive, vertically aligned K‑12 information literacy and digital citizenship curriculum in alignment with institutional goals. While a basic level of troubleshooting technology is necessary, this position does not focus on hardware repairs or technology support. Instead, the A.I., Educational Technology and Information Literacy Specialist leverages the technical resources provided by the I.T. department to focus on pedagogical empowerment and meaningful technology integration.

• Collaborate with teachers across all content areas and grade levels to design, model, and co‑teach technology‑enriched lessons aligned to curriculum standards and learning objectives
• Serve as an instructional coach, providing classroom‑level support for thoughtful and purposeful use of digital tools and platforms
• Develop and curate a resource library of vetted instructional technology tools and best‑practice guides
• Partner with curriculum coordinators in each division to meaningfully integrate technology into unit planning.

• Partner with school librarians to develop and implement progressive, school‑wide media and information literacy frameworks with an emphasis on source evaluation, ethical use of information, copyright and fair use, algorithmic awareness and synthetic media identification (e.g., deepfakes and A.I.
  
  -generated content)
• Partner with school librarians to integrate information literacy into research‑based projects across grade‑levels and subject areas
• Partner with school librarians to support faculty and instruct students in advanced research methodologies, intellectual property, proper attribution workflows and the use or modification of digital assets in accordance with the appropriate licensing, attribution and copyright restrictions
• Partner with the school's Mental Wellness Initiative to develop and implement student‑facing digital citizenship initiatives, including internet safety, cyberbullying prevention, responsible digital footprint management and healthy technology use

• Facilitate one‑on‑one and small‑group coaching, professional learning communities, and just‑in‑time support to educators, staff and administrators adopting new digital tools and instructional strategies
• Develop and maintain a forward‑looking technology roadmap in partnership with the I.T. Director, identifying trends and opportunities relevant to K‑12 education
• Evaluate new educational technology products with a thorough lens—including but not limited to equity, data privacy implications, end‑user license agreements and pedagogical soundness—before…