SY Teacher Specialist, Early Childhood

SY 26-27 Teacher Specialist, Early Childhood

Primary Function
:
This position is responsible for providing professional learning for teachers to meet district student achievement goals.

Reports To
:
Program Manager – Early Childhood

Salary Schedule
:
Teacher + Additive

Work Days
: 219

• Education Level: Bachelor's Degree from an accredited college or university. Preferred:
  Advanced degree(s).
• Valid Georgia Teaching Certificate in the assigned teaching field Elementary Education P-5.
• At least three years of successful classroom experience with at least two years as an Early Childhood teacher.
• Valid Elementary Georgia teaching certification.
• Knowledge and experience in curriculum implementation, effective instructional strategies, and research-based best practices.
• Evidence of effective collaborative skills and communication skills.
• Proficient in the use of technology.
• Preferred:
  Successful experience planning and delivering professional development.
• Preferred:
  Experience as a mentor or in other teacher‑leader roles.
• Preferred:
  Teacher Support Specialist endorsement.

• Works collaboratively with teachers, other instructional staff, administrators, community members, and any other relevant service providers to improve student achievement.
• Develops, delivers and facilitates high‑quality professional development based on needs determined through analysis of data at the school, working with teachers (in teams or individually) to refine their knowledge and skills and meet identified needs.
• Works with teachers in the implementation of activities that develop problem‑solving and higher‑order thinking skills.
• Models exemplary lessons for teachers. Creates webinars as models for best practices.
• Instructs administrators and teachers in the use of assessment results to improve the instructional program.
• Monitors instructional effectiveness and student progress using tools and strategies gained through professional development.
• Instructs and assists teachers in implementing effective teaching strategies so that all learners have access to rigorous content.
• Performs other duties that support the Early Childhood program goals as necessary for the effectiveness of the organization.

• A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if it is shared between multiple incumbents in the job or if it could be performed by an employee in another job within the workgroup.
• Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.
• Certain limited aspects of General Duties and Responsibilities items referenced in Section 1 (b) and (d) might be considered “non-essential” in a specific situation.
• Any request for accommodation must be reviewed on an individual case basis.

• Office:
  Employees in this category are normally exposed to a typical environment with some control over length of time sitting, standing, or ambulating. Occasional lifting or pulling of equipment or supplies, and bending, stooping, or stretching may occur. Frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. Few exceptional physical or sensory demands.
• Classroom:
  Employees in this category spend most of the workday in a typical classroom or related educational environment. Prolonged periods of standing or walking, frequent bending, stooping, or stretching, and occasional lifting or pulling of equipment or supplies. Reading, listening, writing, speaking are required. Few exceptional physical or sensory demands, but may be occasions that require the lifting or restraint of a student.
• Incumbents must have a valid driver’s license and reliable personal transportation due to frequent travel between school locations.