Development Teacher Job Pleasantville area,New Jersey USA,Education / Teaching

Position: Staff Development Teacher

Position Type: Curriculum and Instruction/Staff Development Teacher

Date Posted: 9/8/2026

Location: Central Office

Date Available: 10/14/2026

Closing Date: 09/17/2026

PLEASANTVILLE PUBLIC SCHOOLS PLEASANTVILLE, NEW JERSEY

JOB DESCRIPTION Instruction/Curriculum Certified

TITLE:

STAFF DEVELOPMENT TEACHER

QUALIFICATIONS:

Hold a valid New Jersey instructional certificate (Standard, Certificate of Eligibility, or Certificate of Eligibility with Advanced Standing) in an appropriate teaching or instructional field, issued by the New Jersey Department of Education (NJDOE).

Bachelor's degree in Education, a specific content area, Curriculum and Instruction, or a related field required;
Master's degree or National Board Certification preferred.

Three to five years of successful teaching experience; experience within Pleasantville Public Schools is desirable.

Meets or exceeds a standard/proficient rating on the most recent New Jersey educator evaluation (AchieveNJ).

Demonstrated experience presenting and modeling exemplary teaching practices to adult learners in settings such as workshops, seminars, professional learning communities, or college courses.

Evidence of instructional leadership (e.g., team leader, resource teacher, department chair, systemwide committee work).

Experience with instructional coaching, mentoring, and/or facilitation preferred.

Knowledge of best practices in adult learning theory, instructional coaching, and effective teaching methods, with demonstrated ability to model them for adult learners.

Working knowledge of the New Jersey Student Learning Standards (NJSLS) and the New Jersey Professional Standards for Teachers, with the ability to coach and mentor teachers toward those standards.

Demonstrated ability to gather and analyze student performance and educator practice data from multiple sources, then formulate coaching and instructional strategies to meet identified needs.

Skill in group facilitation, including frameworks such as Facilitative Leadership (Interaction Associates) to build consensus, manage group process, and move teams from open to narrow to close decision-making.

Excellent written and oral communication, interpersonal, and leadership skills.

Demonstrate the ability to use electronic equipment for word processing, data management, information retrieval, visual and audio presentations, and telecommunications.

Provide proof of U. S. citizenship or legal resident alien status by completing Federal Form 1-9 in compliance with the Immigration Reform and Control Act of 1986.

Provide evidence that a criminal record history check has been conducted and clearance has been given by the Department of Education, or, during the initial six-month period, provide a sworn statement that the individual has not been convicted of a crime or a disorderly person's offense in accordance with 18A:6-7. l.

Provide evidence that health is adequate to fulfill the job functions and responsibilities with reasonable accommodation pursuant to 42 U.S.C. 12101 and in accordance with N.J.A.C. 6:3- 4A.4.

Pass the State required Mantoux intradermal Tuberculin Test as required by N.J.A.C. 6:3-4A.4.

Meet such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable.

REPORTS TO:

Director of Curriculum and Instruction/ or designee

JOB GOAL:

Under the direction of the Director of Curriculum and Instruction, and in collaboration with the building principal, the Staff Development Teacher (SDT) builds staff capacity to advance district-wide and school-based initiatives that increase student learning, motivation, and well-being. The school-based SDT aligns work with the School Improvement Plan and the district's Strategic Plan, fostering both individual staff growth and the collective efficacy of teams through job-embedded professional learning and implementation support.

PERFORMANCE

RESPONSIBILITIES:

a change agent, leading staff to examine and address inequities by assessing the effectiveness of instructional practices and motivating staff to implement necessary systemic changes;

a coach, helping staff (teachers, specialists, support staff, and other building leaders) transfer learning experiences into practice;

a consultant, supporting individuals or groups in determining the best course of action to carry out specific tasks or meet particular objectives;

a program manager, creating and facilitating implementation of a school-level professional learning plan aligned to district priorities;

a resource provider,…