KNOWLEDGE, SKILLS, AND ABILITIES:

• EQUITY: Strong equity orientation and an openness to personal reflection on deepening awareness of personal bias and being culturally responsive. Demonstrated conviction around having high expectations for all students. Conviction that all students can achieve at high levels , and a deep-seated belief that all teachers have the capacity to get them there. Experience with culturally responsive pedagogy.
• CONTENT KNOWLEDGE: Extensive experience developing and/or supporting curriculum development. Expertise in formative, benchmark/interim and summative assessment. Deep understanding of the K-5 Common Core Standards, as well as MELDS for Pre-K. Expertise in proficiency-based (or competency-based) education. Strong understanding of what quality curriculum, instruction and assessment looks like.
• COACH: Supports and engages teachers to realize the school’s instructional vision of teaching, learning and quality curriculum that is aligned to district beliefs in each and every classroom. Fosters a culture of continuous learning by creating a culture of feedback and learning, modeling a growth mindset, and creating consistent structures to support the work. Uses high-leverage coaching strategies to elevate teacher and student learning such as learning labs, difficult conversations, and professional development. Adjusts course and measures impact based on student and teacher success and engagement data, such as achievement data and teacher observation.
• RELATIONSHIP BUILDER: Great relationship builder. Demonstrated ability to build trust with teachers and administrators. A great teammate. Someone who lifts people up rather than bringing them down. Someone who has a “go-getter” attitude about work. Excellent oral and written communication skills.

EDUCATION, TRAINING, AND EXPERIENCE:

• Bachelor’s degree in an applicable field of education from an accredited college or university
• Master’s degree preferred
• Successful track record as a teacher
• Experience supporting adult learners
• Experience designing curriculum and assessment
• Preferred: Experience with CKLA, EL-ELA Curriculum, Illustrative Mathematics Curriculum, Amplify Science and Wabanaki Studies or Black History

CREDENTIAL REQUIREMENTS:

• Currently holds or is eligible for Maine State Teacher Certification with 020 Endorsement (K-6 or K-8)

1. Lead teacher teams in small Professional Learning Communities to elevate planning and instruction to be collaborative, innovative, and high quality

• Facilitate cycles of inquiry (planning, co-teaching, data-driven reflection) and common planning time with teachers to jointly plan, implement, and reflect on instructional strategies, classroom norms, student work or actions, or other topics that lead to increased student achievement
• Ensure effective collaboration between classroom teachers, special educators, ESOL teachers, Chapter 104, Ed Technicians, and other building-based support staff
• Meet during teacher planning blocks in grade-level teams once a week
• Establish consistent routines around planning, data-meetings, and planning for and reflecting on instructional practice
• For grades K-5, support implementation of high-quality, district-supported curricula in all grades with integrity, i.e. effective lesson facilitation, pacing, use of instructional routines, and equitable differentiation
• For Pre-K, understand the MELDS, and effectively coach teachers to implement instructional routines on a weekly basis to reach Pre-K standards
• Co-plan and co-teach when appropriate

1. Collaborate with others to ensure teachers receive high quality professional development

• Have a strong vision for what high-quality, embedded PD should be for teachers, aligned to our district-wide instructional vision.
• Build a strategy for codifying/adopting/developing content and supporting strong implementation
• Work with teachers, principals, consultants, and the Director of Academics to ensure every teacher gets high quality PD aligned to district goals
• Deliver high-quality PD to teachers in small groups or large groups, depending on need
• Run data meetings with small and large groups
• Participate in PD with other Elementary Coaches around high quality instruction K-8

1. Provide leadership in the area of curriculum, instruction and assessment to support the school in their instructional vision, goals, and results for all students

• Assist lead teachers and building leadership teams in utilizing student performance data to develop school-wide goals, professional development, and implementation plans
• Attend leadership team meetings, and contribute in developing the School Success Plan as well as other school-wide instructional leadership projects or initiatives
• Lift up best practices and support consistent sharing and collaborating across all elementary schools
• Support the curricular transition of students from Pre-K to K, and 5th to 6th grade through collaboration with Pre-K sites and middle schools
• Coordinate assessments like NWEA and MEA and manage school-wide data
• Address and redress inequitable structures, practices, and mindsets in the school and district