Summary

Administration | Coordinator | District Wide

Description

Effective immediately, the Human Resources Department will accept online applications for the position of Instruction and Achievement Coordinator for the 2024-25 school year.  We offer a competitive salary and benefits package.  The salary for this position may be up to $102,367 depending upon experience and qualifications. This full time exempt position reports to the Executive Director of Educational Services. 

Job Summary
Provide district-wide leadership for K-12 curriculum and instruction, through designing, facilitating, and evaluating standards-based professional learning, and implementation of research-based instruction and assessment practices and high-quality curriculum materials within a tiered system of supports to improve student outcomes and reduce/eliminate opportunity and achievement gaps.
 
Job Functions

  • Develops, executes and directs all aspects of the K-12 literacy framework across all content areas and programs.
  • Responsible for the READ Act including local literacy plan, professional development around science of reading, literacy curriculum, funding, screening and assessment.  
  • Leadership and coaching in supporting designated settings around curriculum, instruction and assessment.  
  • Develops, coordinates, leads and delivers professional development for teachers, principals and other school and district staff.
  • Work with the site leaders to create a school-wide focus on goals for academic achievement through the Title I improvement process. 
  • Collaborate with school and district leaders of academic and student support to implement and monitor a tiered system of supports that provides effective Tier 1 curriculum, assessment, and instruction, and targeted interventions for students who demonstrate a need for accelerated growth in academic development.  
  • Identify and remove barriers to student learning through data analysis, critical thinking, and the use of group processing skills that are student-centered, restorative, solution-based, and culturally responsive.
  • Assist staff in implementing culturally relevant instructional strategies in order to address the needs of all students.
  • Promote integration of technology as a tool for improving student engagement and achievement.
  • Apply for and oversee literacy grants that support and advance the local literacy framework.
  • Collaborate with educational service department and site leaders supporting fidelity of initiatives around equity and literacy (e.g. ADSIS, AmazeWorks, Title)
  • Coordinate the design, distribution, and standard alignment of grading at designated levels, ensuring accuracy and alignment with curriculum objectives.
  • Coordinate and conduct regular district-wide walkthroughs in classrooms to observe teaching and learning practices and provide feedback to educators.
  • Collaborate with school leaders and teachers to analyze data from assessments and other sources to identify areas for improvement.
  • Provide support and guidance to educators in using data to inform instructional decision-making.
  • Stay abreast of current trends and research in curriculum development, professional development, and educational assessment.
  • Other duties as assigned.

 Belief:

  • All students can and will learn, and their learning can be directly influenced by focusing on factors over which we have control.
  • In the need to work interdependently with teachers, school, and district leaders through the system, aligning the work of adults around improving student learning by meeting the needs, interests, and aspirations of students.
  • In the need to work in partnership with staff to continuously improve practices to enhance student and family engagement, creating the conditions for equity, excellence, and student success.
  • In personalizing learning for students, meeting academic, social, and emotional needs and aspirations so that each student feels valued and has a sense of belonging, leading to academic success.

Technical:

  • Deep knowledge of Science of Reading research and implications for curriculum materials, and instructional and assessment practices.
  • Effective planning and organizational skills.
  • Data-driven decision making
  • Proven knowledge of effective instructional strategies, content pedagogy, and evidence-based practice.

Interpersonal:

  • Demonstrated excellence in collaboration with colleagues and an enthusiasm to work with educators and students.
  • Demonstrated commitment to the equitable education of all students.

 
Knowledge, Skills, and Abilities

  • Requires current MN Teaching License.
  • Requires current MN Reading License.
  • Prefer current School Administration License.
  • 5+ years experience working with instructional staff and leaders on developing and implementing literacy programs with demonstrated improved student outcomes
  • Deep knowledge of Science of Reading research and implications for curriculum materials, and instructional and assessment practices
  • Demonstrated excellence in collaboration with colleagues and an enthusiasm to work with educators and students
  • Demonstrated commitment to ongoing learning, as evidenced by graduate-level work or an advanced degree
  • Demonstrated commitment to the equitable education of all students
  • Effective planning and organizational skills
  • Highly effective interpersonal skills
  • Proven knowledge of effective instructional strategies, content pedagogy, and evidence-based practice
  • Recognized as a teacher leader whose work is aligned with district core values and vision
  • Hold the following firm beliefs:
    • all students can and will learn, and that their learning can be directly influenced by focusing on factors over which we have control
    • In the need to work interdependently with teachers, school, and district leaders through the system, aligning the work of adults around improving student learning by meeting the needs, interests, and aspirations of students
    • In the need to work in partnership with staff to continuously improve practices to enhance student and family engagement, creating the conditions for equity, excellence, and student success
    • In personalizing learning for students, meeting academic, social, and emotional needs and aspirations so that each student feels valued and has a sense of belonging, leading to academic success

 
Physical Requirements
Regularly required to sit, stand, walk, talk, hear, operate a computer and other office equipment, reach with hands and arms, and must occasionally lift and/or move up to 20 pounds.  Vision abilities required include close vision.