DESCRIPTION

Coach MTSS District
Job Code: 83352
Job Family/Function: 67 - Education Administration Professionals\Exceptional Education
FLSA: Exempt
Grade Ladder: MNPS Certificated Teacher
Pay Grade: MNPS.221_
Duration (days/year): 221
Locations(s): School-Based
We Are Team MNPS
Metro Schools is one of the largest and most diverse school districts in the United States. Our teachers and staff educate more than 80,000 students in Metro Nashville-Davidson County, preparing them to excel in higher education, work, and life. Our district implements some of the most innovative reform strategies in the nation. We seek to partner with highly effective, engaging teachers, teacher leaders and support staff with a passion for urban education and a go-getter spirit as we strive to become the highest-performing urban district in the nation. Whether you are a teacher, an administrator, or a potential support staff employee, if you want to make a difference, we want to hear from you.

JOB SUMMARY

The MTSS District Coach supports a continuum of instruction and intervention through the Multi-Tiered System of Support (MTSS): A framework that ensures the appropriate academic, behavioral, and social-emotional supports are in place for every student. The MTSS District Coach serves on a cross-departmental (Exceptional Education and MTSS) team within the division of Teaching and Learning and collaborates within and across departments/divisions to support schools in their implementation of MTSS. The MTSS District Coach supports teams and individual educators, including high-incidence special education teachers, with assessment, data-based decision-making, and intervention.

EDUCATION QUALIFICATIONS

• Master’s Degree in education or related field Required

EXPERIENCE QUALIFICATIONS

• Experience in providing professional learning and coaching to teachers in the area of math and literacy intervention and data based decision making Preferred

SKILLS AND ABILITIES

• Strong interpersonal and leadership skills.
• Ability to relate and interact positively with teachers, other staff, students, administrators, central office personnel, parents, and the general public.
• Ability to communicate effectively in written and oral form.
• Competency in adult learning theory and the development and leadership of professional learning opportunities for instructional staff and parents

• Work closely with administrators, teachers, students, and parents to provide Multi-Tiered System of Support by developing, implementing, monitoring, and collaborating with other educators in the schoolwide integration of MTSS.
• Provide leadership by designing, coordinating, and assisting in the implementation and evaluation of academic supports and social emotional interventions. Manage, analyze, and utilize student data (i.e. scoring probes, scheduling data collection, using collected data to drive student support)
• Develop, enhance, and provide technical support for the implementation of a district- wide Multitiered System of Support framework.
• Assessment Support and Data Analysis—Provide support for the use of curriculum-based measures for screening, progress monitoring and Individual Education Program (IEPs) goals; Assist in development of and support for a coherent system of assessments; Analyze district- and school-level student data from multiple sources to identify trends and formulate instructional strategies to meet student needs; Develop protocols and procedures for district and school-level data-based decision making.
• Professional Learning Leadership – Create and facilitate professional learning opportunities for assessment, data-based decision-making, scaffolding/differentiating instruction, and intervention. Consult with school data teams to support data-based decision-making; Assist in providing monitoring, support, and feedback to ensure successful implementation of MTSS on the continuum. Provide support for identification of and intervention for students with characteristics of dyslexia, students with specific learning disabilities (including dyslexia) and students with other high incidence disabilities, developing expertise in MNPS approved math and literacy interventions.
• Collaboration – Work collaboratively across departments within the divisions of Teaching and Learning and Student Support Services (particularly Curriculum & Instruction, EL, MTSS-B, and RAE) to clarify, strengthen, and communicate connections across district initiatives.
• Communication – Clearly articulate the district vision for an integrated Multi-Tiered System of Support as a framework to identify and meet the needs of all students and support the whole learner across the continuum of service.Professional Growth
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• Continue professional growth and strengthen professional knowledge, skills, and strategies; Participate in professional development opportunities and coordinate and facilitate district-level professional development offerings; Attend and participate in all required meetings.Data Based Decision Making

• -Provide professional learning and support for high incidence special and general education teachers on Instructionally Appropriate IEPs including but not limited to: Utilizing present levels of education performance, measurable annual goals, service delivery (interventions and access) and progress monitoring alignment.