District Elementary ELA Instructional Leadership Specialist

The District Elementary ELA Instructional Leadership Specialist collaborates with district and school leaders to facilitate and execute the districts Strategic Plan with fidelity and integrity. An Instructional Leadership Specialist is expected to spend 50% of their work schedule in classrooms actively engaged in modeling coaching coteaching and/or demonstrating standardsbased best practices 30% of their work schedule reviewing data leading team meetings presenting professional development facilitating professional learning communities and 20% of their work schedule instructing students. Instructional Leadership Specialists will we evaluated through the SEEDS process including Principle 8.

This role will involve collaborating with schoolbased instructional leadership specialists teachers administrators and other stakeholders to provide guidance professional development and resources aimed at improving literacy and student outcomes. This ILS reports directly to the Director of Literacy.

The District Elementary ELA Instructional Leadership Specialist (ILS) should be a

dynamic and experienced literacy educator with at least 3 years of instructional coaching experience. The successful candidate will demonstrate a deep understanding of:

• Literacy and Language acquisition
• English Language Arts (ELA) all components of reading writing speaking and listening
• The Science of Reading including Structured Literacy
• Culturally Responsive Practices
• Curriculum Implementation
• Screening and Diagnostic Assessments
• Adult Learning and Professional Learning Communities

The successful candidate possesses:

• Strong coaching abilities
• Passion for supporting educators in enhancing literacy/ELA instruction across our district

THE INSTRUCTIONAL LEADERSHIP SPECIALIST HAS A PRIMARY ROLE TO TEACH AND COACH ADULTS BY:

1. Planning implementing and supporting rigorous standardsbased instruction for all students.

• Designs model classrooms for demonstration purposes.
• Supports and facilitates the planning and implementation of rigorous standardsbased lessons based on research and evidence in response to student data.
• Supports educators with the implementation of technology tools and resources that enhance studentcentered standardsbased instruction.
• Demonstrates an ability to access analyze and act on district school classroom and individual student data in support of quality tiered standardsbased instruction.
• Facilitates professional learning communities.

2. Collaboratively designing and executing targeted schoolbased professional development that is in alignment with the districts Strategic Plan.

• Attends and actively participates in all schoolbased Instructional Leadership Team meetings.
• Attends and actively participates in all applicable districtbased professional development to ensure connections are made between district initiatives and the instructional goals of the schools improvement plan.
• Actively engages the school community to understand how everyone contributes to the execution of the districts Strategic Plan to collectively raise student achievement.

3. Creating a school culture of reflective practice high expectations and continuous learning.

• Develops partnerships with district and building administration families and community to support the improvement efforts of the school.
• Consistently models high expectations for the quality of instruction and ensures accessibility for all students.
• Develops and nurtures a culture in which staff members are reflective about their practice and use student data current research bestpractices and theory to continuously adapt.
• Coaches and manages teams to create monitor and achieve district and schoolbased goals.
• Delivers constructive feedback to educators that acknowledges effective practice and provides next steps that will impact teaching and learning.

QUALIFICATIONS:
1. Possesses a masters degree from an accredited college or university.

2. Possesses a professional teaching license from the MA Department of Elementary and Secondary Education. The license should be in the appropriate content area for the position sought. A reading license is preferred however not required.

3. Has completed a minimum of 5 years of experience working directly with students with most of the teaching experience in the content area to which the candidate is applying. It is preferred that the individual applying to this central office role has had instuctional coaching experiece for at least 3 years.

4. Has a 97% attendance rate in a historical context from the academic yearand the academic year.

5. Demonstrates growth in student achievement based on assessments over the past one to two years.

6. Overall exemplary evaluation rating from a direct supervisor is preferred. A minimum of an overall proficient rating is required.

Application Process:

InitialApplication

The initial application must include:

• Letter of Interest that describes the following: expertise in impacting teacher practice analysis and use of student data leadership skills implementation of student learning goals and the instructional planning process in your school.
• A copy of your valid professional teaching license.
• Resume with complete history of professional work experience. Name and contact information of three (3) professional references.

Aftertheinitialreviewcandidateswillbenotifediftheyareapprovedtoproceedtothenext phaseofthe application process.

SiteBasedObservation

Members of the Academic Department will come onsite to observe the candidate either leading the learning of adults or instructing students. This observation is nonevaluative.

Panel Interview Inclusive of PerformanceBased Tasks:

Leading the Learning of Adults

• Candidates will present a professional learning event or series that they have led which shifted the beliefs and actions of educators. Professional Development Professional Learning Communities or other opportunities for professional learning experiences would be applicable to share. The professional learning session(s) and evidence of impact should be included.
• Interview and Data Analysis During the interview the candidate will present their data analysis from their work explanation of student growth evidence of educator learning and answer questions that allow the candidate to articulate their expertise related to the duties detailed in this posting.

If you BELIEVE we have a place for YOU on our team! Come work for us!

About our District

Springfield Public Schools is a cultural gem in Western Massachusetts that is committed to providing a learning environment that opens the doors of infinite possibilities to our amazing students and staff. We strive to equip each of our approximately 24000 students with learning experiences that enhance their knowledge and critical thinking skills. We are the 3^rdlargest district in Massachusetts. Our district has over 44 languages spoken and over 60 countries represented by both students and staff. We foster a positive and professional environment in our schools and worksites where people feel valued respected supported seen and heard. Our students and staff share their ideas and perspectives learning from and appreciating each other. We are a district that is committed to equity and excellence.

Join a team that Empowers Educators

In addition to offering competitive salaries and benefits we provide numerous cuttingedge professional development opportunities for all staff. We let our data shape the professional development of the district therefore it is relevant and actionable. We support our teaching staff with mentors such as instructional leadership specialists and effective educator coaches to work with them throughout the year in lesson planning data analysis and management. Our district offers career advancement opportunities and is invested in Grow our Own and educational pipeline programs. These programs help our staff achieve a college degree or lead to certification pathways.

Reach out to Roberto Ortiz the Senior Administrator of Talent Acquisition and Development atHe will be happy to answer any questions that you have.

The Springfield Public Schools is committed to maintaining a work environment free from discrimination on the basis of race color religion national origin sex gender identity sexual orientation genetic information pregnancy or pregnancy related conditions ancestry age disability or military service as defined and required by state and federal laws. Additionally we prohibit retaliation against individuals who oppose discrimination and harassment or who participate in an equal opportunity investigation. The Springfield Public Schools is committed to maintaining a learning environment free from discrimination on the basis of race color sex gender identity religion national origin sexual orientation disability or homelessness.

NONDISCRIMINATION EMPLOYMENT STATEMENT

The Springfield Public Schools does not discriminate in employment on the basis of race color religion national origin sex gender identity sexual orientation genetic information pregnancy or pregnancy related conditions ancestry age disability veteran status or marital status.

NOTICE OF SEX NONDISCRIMINATION

Springfield Public Schools does not discriminate on the basis of sex and prohibits sex discrimination including sexual harassment in any education program or activity that it operates as required by Title IX and its regulations including in admission and employment.

Inquiries about Title IX may be referred to the Springfield Public Schools Title IX Coordinator the U.S. Department of Educations Office for Civil Rights at or both.

The Springfield Public Schools Title IX Coordinator is Katie OSullivan Senior Administrator of Human Resources 1550 Main Street Springfield MAext. 55428.

Springfield Public Schools sex nondiscrimination policy and grievance procedures can be located on the Springfield Public Schools website report information about conduct that may constitute sex discrimination or make a complaint of sex discrimination under Title IX please refer to