Instructional Leadership Specialist: Elementary Reading​/English Language Arts

New Instructional Leadership Specialist:
Elementary Reading/English Language Arts — Springfield Empowerment Zone Partnership

The Instructional Leadership Specialist collaborates with district and school leaders to facilitate and execute the district’s Strategic Plan with fidelity and integrity. An Instructional Leadership Specialist is expected to spend 50% of their work schedule in classrooms actively engaged in modeling, coaching, co-teaching and/or demonstrating standards-based best practices, 30% of their work schedule reviewing data, leading team meetings, presenting professional development, facilitating professional learning communities, and 20% of their work schedule instructing students.

The Instructional Leadership Specialist has a primary role to lead and coach adults by:

• Planning, implementing, and supporting rigorous standards-based instruction for all students.
• Designs model classrooms for demonstration purposes.
• Supports and facilitates the planning and implementation of rigorous, standards-based lessons in response to student data.
• Supports educators with the implementation of technology tools and resources that enhance student-centered, standards-based instruction.
• Demonstrates the ability to access, analyze, and act on school, classroom, and individual student data in support of quality tiered standards-based instruction.
• Facilitates professional learning communities.
• Collaboratively designing and executing targeted school-based professional development aligned with the district’s Strategic Plan.
• Attends and actively participates in all school-based Instructional Leadership Team meetings.
• Attends and actively participates in all applicable district-based professional development to connect district initiatives with the school’s improvement plan.
• Engages the school community to understand how everyone contributes to the district’s Strategic Plan to raise student achievement.
• Creates a culture of reflective practice, high expectations, and continuous learning.
• Develops partnerships with district and building administration, families, and community to support improvement efforts.
• Models high expectations for instruction quality and ensures accessibility for all students.
• Fosters a culture where staff reflect on practice and use data, research, and best practices to adapt.
• Coaches and manages teams to create, monitor, and achieve district and school-based goals.
• Delivers constructive feedback to educators with next steps that impact teaching and learning.

• Has completed a minimum of 5 years of experience working directly with students, with most teaching experience in the content area to which the candidate is applying.
• Has a 95% attendance rate in the  and  academic years.
• Possesses a master’s degree from an accredited college or university or will possess a master’s degree within 1 year (9–12 credits minimum for a 1-year provisional appointment contingent on degree completion).
• Possesses a professional teaching license from the MA Department of Elementary and Secondary Education. The license should reflect the content and grade level of the position that the candidate is seeking to obtain in either English Language Arts, Mathematics and Science.
• Overall exemplary evaluation rating from a direct supervisor is preferred. A minimum of an overall proficient rating is required. These evaluations must come from the last two current years of employment.

• Phase One — Initial Application
  • Letter of Interest describing expertise in impacting teacher practice, analysis and use of student data, leadership skills, implementation of student learning goals, and the instructional planning process in your school.
  • A copy of your valid, professional teaching license.
  • Resume with complete history of professional work experience.
  • Name and contact information of three (3) professional references.
• Phase Two — Site-Based Observation (on-site observation by the Academic Department; non-evaluative).
• Phase Three — Interview Inclusive of Performance-Based Tasks
  • Part 1:
    Data Analysis — analyze a provided data set and present findings to the Interview Committee; demonstrate growth in student…