MTDS Consultant

Salary: $50,000.00 Annually

Location:

UCMO
- Warrensburg, MO

Job Number: 997703

Division:
Regional Prof. Development Center

Category:
Education / Higher Education

High-quality systems, informed by research, affirm that educators have significant and lasting impact on student learning. These systems draw on multiple measures of instructional and leadership practices to evaluate and support teacher and principal effectiveness. The System of Support assists with the development of high-quality educator evaluation and support systems.

Conduct training with assistance from educator preparation programs to provide technical support to districts and charter schools for teachers new to the profession. Such training shall include program content aligned to the Missouri Teacher Development System (MTDS) Emerging Level I Competencies and the Beginning Teacher Assistance Guidelines (BTAP). Participant contact time is at least 24 hours. Dates and times will be submitted to DESE.

Participate in the DESE required program evaluation instruments for Emerging I & II programs.

Conduct training to provide technical support to districts and charter schools on the implementation of a highly effective mentoring program following the MTDS Mastering Competencies. Such training shall include program content aligned to the revised Missouri Mentoring Program Standards including Appendix

A. Participant contact time must be at least 6 hours. Dates and times will be submitted to DESE.

Provide professional learning opportunities utilizing the MTDS Developing I & II Competencies that include: A year-long learning opportunity, the Missouri Teacher Academy, providing a minimum of 30 hours of regional learning and two state-wide meeting dates. Provide documentation of dates and times to be consistent with DESE requirements. Participate in Developing Level I (Teacher Academy) facilitator training/meetings.

Developing I emphasizes the following MTDS priority competencies.

• Community Builder: Works in a Community of Practice Shares innovative practices and revisions to instruction obtained from conducting action research and the use of emerging research within a community of practice.
• Reflective Learner: Engages in On-Going Reflective Practice Reflects on, in, and for practice, focusing on: (a) directing future instruction by reflecting; and (b) monitoring progress, evaluating results, and adjusting instruction based on the use of action research and student growth data.
• Instructional Designer: Uses Data to Make Decisions Designs and adjusts lessons and/or learning goals in response to ongoing analysis of student needs based on multiple sources of data to meet individual learning needs and promote student progress.
• Facilitator of Student Thinking & Learning: Engages Students in Content Facilitates learning experiences that combine engaging qualities of work, higher level thinking, and high-yield instructional strategies to engage students intellectually, academically, and/or emotionally in content and in advancing their own learning.

A year-long learning opportunity, Teacher Academy Grads, providing a minimum of 24 participant contact hours for regional learning and one statewide meeting day. Providing documentation of Concord
- Document j 21-89 dates and times to be consistent with DESE requirements. Participant in Developing Level II (Teacher Academy Grads) facilitator training/meetings.

Developing II emphasizes the following MTDS priority competencies.

• Instructional Designer: Develops innovative instruction based on conducting and using action research that:
  Emphasizes essential concepts of content. Uses supplementary primary sources. Connects to student experience and culture. Meets the unique needs of diverse learners.
• Reflective Learner: Reflects on, in and for practice, focusing on:
  Directing future instruction by reflecting; and o Monitoring progress, evaluating results, and adjusting instruction based on the use of action research and student growth data.
• Understand and Promotes the Profession: Gaining an awareness of the larger professional community, including regional, state, national, and global professional…