Instructional Support Facilitator Itinerant

Reports to: Director for Curriculum & Instruction

Supervises: None

Term of Employment: 10 months-Traditional Calendar Teacher

Salary: Salary Schedule

FLSA Exempt/Non-Exempt: Exempt

Qualifications:

• Current North Carolina Teacher Licensure
• Minimum of five years' successful classroom teaching experience preferred
• Bachelor's degree; Master's degree in Education preferred
• Extensive knowledge of reading, writing, literacy development and mathematics development
• Proficient technology skills
• Strong leadership and collaboration skills
• Outstanding interpersonal skills
• Strong oral and written communication skills
• Knowledge of adult learning theory
• Outstanding presentation and facilitation skills

Purpose:


To provide strategies, resources, and professional learning and build teacher


capacity in the implementation of best instructional practices

• Instructional Support Facilitators will serve as district employees and may serve multiple schools. Travel may be required.
• Instructional Support Facilitators will be initially allocated to school sites or the district based on need and data which will be reevaluated regularly.
• Considerations for assignment include the strengths of the facilitator, and how those strengths align to the School Improvement plan and Comprehensive Needs Assessment of the school.
• Using our Problem Solving Model of Plan, Do, Study and Act, Instructional Support Facilitators' assignment and work will be reviewed regularly. After a review, Instructional Support Facilitators may be reassigned.

Essential Job Functions:

• Teach, model, coach and facilitate research-based best practices
• Assist teachers with the collection and analysis of data results
• Identify needs and make recommendations for appropriate instructional materials and assessments that directly support and align to the NC State Standards and/or the North Carolina Essential Standards
• Support teachers to evaluate student achievement and assist with placing students in the appropriate intervention and support service
• Collaborate with teachers to identify the instructional needs of students, set learning goals and targets, and problem solve with teachers to develop best practices for continuous academic growth of students
• Provide professional development at the school and district level
• Meet regularly with PLC teams and the principal to report on instructional practices and progress while also planning for "next steps" of student and school improvement
• Support teachers with the implementation of the components of the MCS Instructional Frameworks
• Work with the principal to support the school's professional development plan, structure related coaching and identify specific, measurable and attainable benchmarks for teacher and student performance
• Provide specific integration and differentiation strategies that enable teachers to meet the needs of all learners
• Network with other Instructional Support Facilitators, Digital Integration Facilitators, and Instructional Specialists and participate fully in ongoing professional development to extend literacy and instructional competencies in all content areas
• Participate in and pursue opportunities for training and professional learning
• Perform other duties and responsibilities as assigned

Physical and Cognitive Requirements:

The major physical and cognitive requirements listed below are applicable to this job classification within Moore County Schools.

Work in this classification is considered light physical work requiring the exertion of up to 20 pounds of force occasionally and a negligible amount of force frequently or constantly to move objects.

Must be able to:

• operate a variety of equipment including computers, copiers, overhead projectors and data projectors
• operate a motor vehicle
• compare, interpret, analyze and generate data and apply basic principles of statistics
• listen and communicate effectively in order to gather, convey or exchange information, including giving instructions, assignments or directions to subordinates or assistants
• respond appropriately to inquiries or complaints
• use tact and courtesy when working and dealing with the community
• read, comprehend and prepare various kinds of communication and information including emails, correspondence, reports, articles, proposals, contracts, policies, charts, spreadsheets, curriculum documents, staff development plans, educational forms and data
• write using prescribed formats and conforming to all rules of punctuation, grammar, diction and style
• speak before groups of people with poise, voice control and confidence
• apply principles of logical, critical, creative or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions
• deal with abstract and concrete variables
• demonstrate and apply common sense understanding to carry out simple instruction and to make simple decisions
• interpret, infer, analyze, synthesize, and evaluate materials, resources, situations and problems to generate options and solutions
• interpret and carry out oral and/or written instructions
• demonstrate continued professional curiosity and growth
• communicate effectively and efficiently in a variety of settings, using appropriate terminology and by telephone and email
• hear, speak, read, record and explain information, communication, and procedures
• perform basic math functions to understand and interpret data, to balance budgets
• deal fairly with people beyond giving and receiving instructions
• perform under stress, deal with persons acting under stress and adapt when confronted with emergency situations