ML Specialist at srcLogic

Englewood, Colorado, United States -

Full Time

Start Date

Immediate

Expiry Date

28 Jun, 26

Salary

59000.0

Posted On

30 Mar, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Instructional Coaching, Data Analysis, English Learners Support, Intervention Programming, Professional Development, Assessment Coordination, Progress Monitoring, Collaboration, Culturally Responsive Teaching, Situational Leadership, WIDA Assessment, Technology Skills, Communication, Record Keeping, Data-Driven Instruction, Curriculum Modification

Industry

Description

Description HOPE Online Learning Academy Job Description ML Specialist JOB CLASSIFICATION / WORK EXPECTATIONS: SALARY: $46,000-$59,000 The ML Specialist is a full time, exempt position. Employees in this position follow the Academic Year Calendar for HOPE’s Instructional staff, as determined annually. The expected workday is to be on site 30 minutes before and 30 minutes after the Learning Site’s operational hours. This job description may not be inclusive of all assigned duties, responsibilities, or aspects of the job described and may be amended at any time at the discretion of HOPE’s management. SUMMARY: The ML Specialist is a Site/Learning Site based instructional leadership position. Primary responsibilities include instructional based coaching and support for Learning Site Mentors and Coordination of core content support, language development, and intervention programming for students. This is accomplished by collaborating with Site Coordinators and Edmentum’s Student Support Coordinator to serve the needs of our English Learners through: Professional Preparation and Planning; Instructional Coaching and Leadership; Assessment, Data, and Progress monitoring of student learning; Communication and collaboration with all stakeholders to provide a positive, safe, and engaging learning environment; and Professionalism and commitment to community. ESSENTIAL DUTIES AND RESPONSIBILITIES: Priority Area: Collaboration and Leadership in Instruction 35% Duties and Responsibilities Coordinate with Site Coordinators, Learning Site Mentors, Edmentum’s Student Support Coordinator and virtual teachers to ensure that all EL students have access to and receive appropriate instruction to meet grade-level content and language standards and to address academic gaps. Collaborate in PLC and provide site-based PD on relevant topics based on EL student achievement data and the needs of mentors and students. Use data to determine small groups for language development and acquisition programming. Collaborate with Site Coordinators when they refer EL students for additional services including MTSS/RTI to identify and implement educational and behavioral strategies to assist students performing below benchmark. Use Situational Leadership (or other coaching/leadership) model to provide differentiated support to address the needs and context of mentors and their EL students; including co-planning, role modeling, resource management, and collaborating on intervention processes. Partner with Learning Site Mentors to support them as they plan, prepare, and deliver intervention lessons to all EL students at the learning Site to help them develop their English language skills. Utilizes various HOPE approved curriculum resources and technologies to enhance student learning. Maintains accurate and complete records of students’ progress. Collaborate with mentors in planning and selecting relevant and culturally responsive materials and resources to provide language development learning tasks for all students. Collaborate with mentors and Site Coordinators in applying effective strategies for English Learners, and guide mentors in the consistent implementation of EL approaches (such as SIOP) within their intervention groups. Evidence of Success Mentors consistently and effectively implement EL strategies to provide culturally responsive, rigorous, targeted learning opportunities for all students. Virtual Instructors effectively modify the curriculum to support EL student needs. PLCs and site-based professional development are implemented on relevant topics based on student achievement data and the needs of mentors. EL Student outcomes are improved as a result of explicit coaching focused on data-driven instruction. EL Students are appropriately grouped for language development instruction. Students have access to and receive appropriate instruction and support to improve their English language acquisition. Priority Area: Assessment, Data, and progress monitoring of student learning 35% Duties and Responsibilities Works with staff at the Learning Site to Identify ELs Check Home Language Survey on enrollment forms of newly arrived students WIDA Assessment Determine needs of NEP and LEP students and student groupings for instruction using: WIDA SCREENER scores ACCESS 2.0 scores iReady, MAP data Virtual Instructor Reports Additional teacher/mentor feedback Is trained in the administration of the following assessments and coordinates with HOPE assessment staff, ML staff, and Learning Site staff to organize the administration of the following: WIDA SCREENER ACCESS 2.0 WIDA MODEL (when needed Coordinates with ML Coordinator to ensure that EL plans (MLPs) are written in a timely manner and provide ongoing progress monitoring of identified goals and/or targets. Communicate with Virtual Instructors Attends IEP meetings for ELs with IEPs at the Site if needed Uses organizational skills and attention to detail to plan, schedule, proctor, and oversee all EL assessments and accommodations while upholding the level of integrity and security required. Uses advanced technology skills to collect, analyze and share data on an individual student, class/course, and schoolwide progress toward grade-level/standard mastery, language development, and other Site/school performance targets. Oversees communication of individual student progress with each student and other stakeholders. Evidence of Success All assessments are completed in a timely manner with no mis-administrations or other errors. PLCs, Site, and School Leadership teams regularly review performance data and use data to make instructional program decisions. MLP are completed and updated in a timely manner Documentation of progress monitoring is used to develop instructional and intervention plans for students Priority Area: Communication and collaboration with various stakeholders to provide a positive, safe, and engaging learning environment 10% Duties and Responsibilities Develop and maintain collaborative, positive, effective relationships with all stakeholders. Coordinate with all stakeholders (Learning Site Staff, Site Coordinator, Virtual Instructor, family, etc.) to develop, implement, and maintain a shared plan for consistent communication with (or about) students. Use culturally responsive and effective communication strategies to build and maintain trust with all stakeholders; including communicating belief in the capacity of all learners to achieve at high levels (high expectations, post-secondary readiness, growth mindset). Regularly participate in learning Site, school, and community-based events and initiatives, including those that may occur outside of traditional school hours (Back to School, parent conferences, extracurricular events, etc.) on an on-going and regular basis. Evidence of Success Collaborative, positive, effective, and trusting relationships are developed and maintained with all stakeholders. Stakeholders report they feel valued and respected by the site coordinator. Students are successful as a result of the development and implementation of a common collaborative communication plan between all individuals involved with the student. All students meet high expectations as the result of clear, targeted, culturally-responsive communication that includes regular and prompt feedback. Priority Area: Professional Preparation and Planning 10% Duties and Responsibilities Attends the DCSD ML Think Tanks hML 4-5 times/year. Reads and stays abreast of current topics in English language acquisition. Chooses professional development training outside of HOPE to attend that are offered throughout the year. Participates in and helps facilitate some of the HOPE ML training sessions. Follow-up and implementation of large PD trainings Plan in-Site professional development for HOPE and Learning Site staff Leads ML mini-workshops at the learning Site for Site Coordinators and mentors. Evidence of Success Mentors utilize ML strategies in intervention groups EL students show measurable growth based on the implementation ML site coordinator meets professional goals and requirements for re-licensure Priority Area: Lead by exemplifying professionalism and commitment to community 10% Duties and Responsibilities Adjusts practice and prioritization of other tasks based on the needs of the Learning Site and HOPE. Sets personal goals related to student learning outcomes and seeks opportunities to improve personal professional practice through professional development and reflection. Other duties as assigned. Evidence of Success The Learning Site and HOPE meet performance targets outlined in the Unified Improvement Plan. Personal professional goals are met. Other as determined by the employee and supervisor. EDUCATION, LICENSURE, AND RELATED WORK EXPERIENCE: Required Bachelor’s Degree Active Colorado Teaching License with Endorsement Cultural and Linguistically Diverse Education (or in the process of obtaining it within three years of hire). Three years of teaching experience, at least two working with at-risk youth in a multicultural setting Demonstrated success in instructional coaching of adults to improve academic outcomes of students Experience supporting and providing instruction for diverse learners (CLD, SPED, MTSS, GT) Able to unpack a Colorado Academic Standard to develop learning targets, success criteria, and tasks that support rigorous instruction Experience with data-driven instructional practices Experience screening and evaluating potential English Learners language to determine eligibility for ML programming. Preferred Master’s Degree in an Education-related major Additional CDE license endorsements including Special Education, Principal’s or Administrator’s License Five years of teaching and/or instructional leadership with diverse students in a community based, blended learning environment Experience in leading PLCs and providing small group professional development Experience in diagnosing the roots of academic gaps in students Familiar with state-level and locally identified assessment for secondary students Manage, organize and interpret data and share in a meaningful way Experience using a wide variety of sheltered English strategies and a balanced literacy approach to instruction. SKILLS, KNOWLEDGE, AND ABILITIES: Required Commitment to social justice and equitable education for all Cultural proficiency and interpersonal/relationship building skills Fluency and literacy in English; excellent oral and written communication skills Excellent technology skills – Online curriculum, Google Docs, Drive and Gmail, MS Office, Student Information and learning management systems Proactive and detail oriented, able to prioritize and be self-directed Flexible and resilient, able to diffuse and handle stressful situations Advocacy for community-based learning models Preferred Oral and written fluency in Spanish Advanced technology skills, including Edmentum and Google Classroom REPORTING RELATIONSHIP: The ML Specialist reports to and is evaluated by ML Coordinator with feedback from the Academic Liaison, Learning Site Director and other members of the HOPE instructional team. The ML Specialist does not supervise any HOPE or Learning Site employees. PHYSICAL AND MENTAL FUNCTIONING REQUIREMENTS: While performing the duties of this job, the employee is regularly required to: Compare, analyze, communicate, instruct, synthesize, evaluate, use interpersonal skills, compile and negotiate Communicate effectively using speech and hearing Use near vision to see details at close range (within a few feet of the observer) as required for computer use, reading and instruction Use hands for extended periods of time at a keyboard or workstation Operate office machines and computer equipment Be subject to standing, walking, sitting, bending, reaching, kneeling, climbing, balancing, stooping, pushing and pulling Occasionally lift objects up to 25 pounds LOCATION, WORKING ENVIRONMENT, AND TRAVEL REQUIREMENTS: Work is routinely performed in an office or classroom environment with moderate noise level. The ML Specialist works at one or more assigned Learning Sites. Travel between the assigned Learning Sites (if assigned to more than one) and to the HOPE Office for training and meetings is the responsibility of the employee. Compensation for mileage is per the HOPE Mileage policy. ACKNOWLEDGEMENT OF RECEIPT: The duties and expectations of this position have been discussed and a copy of this document has been provided to me. _________________________ ______________________________________________________ Employee’s Printed Name Signature Date Received _________________________ ______________________________________________________ Supervisor’s Printed Name Signature Date Received HOPE provides equal employment opportunities to all employees and prohibits discrimination on the basis of race, color, religion, national origin, sex, age, disability, genetics, protected veteran status, sexual orientation, gender identity or expression or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Inquiries concerning the application of HOPE’s nondiscrimination policy can be directed to the Human Resources office.

Responsibilities

The ML Specialist provides site-based instructional leadership, focusing on coaching Learning Site Mentors and coordinating core content support, language development, and intervention programming for students. This involves collaborating with site coordinators and support staff to meet the needs of English Learners through planning, coaching, assessment, and stakeholder communication.