Gifted Program Coordinator 26/27 SY

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SUMMARY

Under the direction of the Chief Learning and Innovation Officer this position works in collaboration with administration and teachers to provide supplemental support for increasing advanced student achievement for all students, specifically gifted and talented students through instructional planning and classroom support for teachers.


ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Support each site's chosen gifted model by providing tailored resources, professional learning, and consultation. Adapt support to the instructional approach selected by each site.
• Work alongside gifted teachers at each site to meet the needs of gifted students. Provide ongoing coaching, co-planning, and modeling of differentiated instruction in classroom settings.
• Train new gifted teachers and classroom teachers in research-based strategies for gifted instruction, which include modeling lessons, observing instruction, and developing instructional practice over time.
• Coordinate the district's gifted identification and screening process, including overseeing assessment administration, interpreting results, communicating outcomes to families, and maintaining documentation consistent with state and district guidelines.
• Communicate with families of gifted students about identification, placement, and program options. Provide parent education opportunities and serve as a point of contact for family questions about the gifted program.
• Ensure district compliance with state gifted education requirements, including reporting, documentation, and program review. Stay current on changes to state law and policy related to gifted education.
• Analyze student performance and program data to evaluate the effectiveness of gifted services across the district. Use findings to inform program improvements and recommendations to building and district leadership.
• Identify, evaluate, and recommend curriculum, instructional materials, and resources to support each site's chosen program model. Manage shared district resources for gifted instruction.
• Communicate regularly with building administrators about gifted services at their sites and advocate for gifted students' learning needs in district-level planning and decision-making.
• Support consistency and smooth transitions for gifted students between elementary, middle, and high school by coordinating with site teams across grade levels.

SUPERVISORY RESPONSIBILITIES

This position has no supervisory responsibilities.


QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.

• Bachelor's Degree in Education.
• A minimum of three (3) years of experience working with gifted students. Any equivalent combination of training, education or experience that meets the minimum qualifications and state certification requirements will be accepted.
• Experience in the principles and practices of gifted instruction.
• Experience in the principles and practices of Cognitive Coaching.
• Experience with the implementation and assessment of data driven professional development.
• Has the ability to link and coordinate professional development with student achievement.
• Demonstrated knowledge and proficiency in working with computers and other types of technology.

CERTIFICATES, LICENSES, REGISTRATIONS

Valid Arizona driver's license and proof of current automobile insurance.


LANGUAGE SKILLS

Ability to listen and obtain clarification. Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Ability to read, analyze, and interpret a variety of correspondence, reports, forms, safety rules, and district and department regulations.


Ability to prepare correspondence, reports, and forms; and to respond to common inquiries or


complaints using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Ability to effectively communicate to a variety of audiences, including employees, parents, community members, and the general public.


ETHICS, JUDGMENT, PROFESSIONALISM

Upholds and models the Vail District ACT Statement and Guiding Principles. Treats others with respect and dignity. Upholds organizational mission, vision, and values. Demonstrates willingness to make decisions. Exhibits sound and accurate judgment. Supports and explains reasoning for decisions. Includes appropriate people in the decision-making process. Make timely decisions. Approaches others in a respectful manner. Reacts well under pressure. Accepts responsibility for their own actions.


MATHEMATICAL SKILLS

Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret charts and graphs.


REASONING ABILITY

Ability to apply common sense, understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Identifies and resolves problems in a timely manner. Gathers and analyzes information skillfully, developing alternate solutions. Works well in group problem solving situations. Uses reason when dealing with emotional topics and situations.


PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to stand; walk; sit; use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee frequently is required to climb or balance and stoop, kneel, crouch, or crawl. The employee must regularly lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, color vision, peripheral vision, and ability to adjust focus.


WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. The noise level in the work environment is usually low to moderate.


TRAVEL

This position requires the employee to be able to travel efficiently between the assigned school sites and other locations within the local area. Travel is occasional in the local area with infrequent trips within the state.