Tier One Curriculum Implementation Teacher (Math Focused 1 position available)

URBANA SCHOOL DISTRICT #116

TITLE: Tier One Curriculum Implementation Teacher (Math Focused 1 position available)

LOCATION: Urbana Middle School

SUPERVISOR: Building Principal

JOB SUMMARY: Tier One Curriculum Implementation Teachers are responsible for supporting general middle classroom teachers and Tier One Intensive Teachers who work directly with core team teachers to implement and solidify the core English Language Arts and Math curriculum in grades 6-8 through the co-teaching model.

Under the direction of the principal and the Student Learning Department Tier One Curriculum Implementation Teachers will provide leadership and support to teachers principals and assistant principals in the implementation of the USD116 core curriculum Instructional Framework and assessment systems necessary to improve student achievement and build teacher capacity around the core English Language Arts and Math curriculum in grades 6-8. They will serve as a bridge between the classroom and building and district initiatives to best support student learning and the co-teaching model. Tier One Curriculum Implementation teachers will also work with students in small intervention groups or through co-taught lessons as needed.

ESSENTIAL FUNCTIONS: To perform this job successfully an individual must be able to perform each essential function at a level of proficiency. The Tier One Curriculum Implementation Teacher:

• Functions in collaboration with the Student Learning Department to support the instructional framework and assessment systems necessary in the implementation of the districts evidence-based English Language Arts and Math core curriculum.
• Work collaboratively and communicate regularly with UMS administration Tier One Intensive Teachers core team teachers and Central Office administration to strengthen all aspects of the core instructional program while championing building and district goals programs and initiatives.
• Demonstrate a clear understanding of adult learning to meet teachers individual needs including their varied teaching and learning styles.
• Leads general classroom teachers Tier One Intensive Teachers and grade-level and/or content area teams in identifying teaching and learning needs based on student data.
• Guides grade-level teams and problem-solving to analyze student data effectively.
• Develop and facilitate high-quality professional learning opportunities for grade-level teams schools and at the district level.
• Model lead and participate in the courageous conversations necessary to support the co-teaching model and processes to analyze student data.
• Provide constructive feedback to foster co-teaching skills and build capacity for Tier One Intensive and general classroom teachers.
• Provide ongoing support and assistance to general classroom teachers and Tier One Intensive teachers in utilizing the Professional Learning Communities (PLC) Framework.
• Help lead and facilitate PLC/department/team meetings.
• Help lead and facilitate Monday meetings Wednesday professional learning opportunities and district-level Staff Development Day professional learning opportunities as needed.
• Lead and participate in the development and implementation of the schools continuous plan for improvement and attend school improvement meetings as scheduled by building or district administration.
• Provide guidance and work with the principal grade-level teams and designees to create a master instructional schedule that supports the Tier One co-teaching model.
• Meets and instructs classes small groups or individual students as needed.

• Uses a wide range of instructional strategies and technologies to meet and enhance the needs of a diverse student population.

• Considers equitable resources and equitable instructional practices to meet the needs of a diverse student population.

• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
• Help team teachers and Tier One intensive teachers develop and implement classroom-based developmentally appropriate interventions for individual students and small groups.
• Guides the creation and implementation of the formative assessments aligned with the district core curriculum.

• Analyze student data from both formative and summative assessments to drive differentiated instruction and data-based decision-making for students.
• Support and participate in the administration of benchmark and local assessments.

• Prepares for classes assigned and shows written evidence of preparation upon request.
• Helps support a trusting and respectful learning environment that fosters risk-taking and enhances positive student self-concept.
• Update and maintain all necessary records accurately and completely as required by law district policies and school regulations.
• Maintains professional relationships with students and faculty follows the teaching professions ethics and promotes students welfare at all times.
• Works cooperatively with all staff administration families and community.
• Respond professionally to conflict.
• Uses discretion in handling confidential information and difficult situations.
• Demonstrates punctuality in arrival and departure times from the building co-taught classes and meetings.
• Maintains the confidence and privacy of individual students co-teacher partners and staff.
• Informs administrators and appropriate personnel of school-related concerns and difficulties as they arise.
• Assumes any other duties as may be assigned by the principal or Student Learning Department to sustain and adjust the growth and development of the co-teaching model.

• Perform all other duties and tasks necessary to the position as assigned.

QUALIFICATIONS:

EDUCATION

• Bachelors degree from an accredited college or university with licensure and/or endorsement in at least one of the core teaching areas specifically at the middle school level

EXPERIENCE

• Previous experience teaching students at the middle level with learning challenges or those requiring additional support is highly desired
• Previous experience working with diverse student populations
• Minimum of 5 years of successful proven teaching experience
• Trained in the district-adopted curriculum (i.e. Illustrative and new Math/SLA)
• Trained in and use of local district assessments
• Must have strong communication and organizational skills
• Ability to effectively communicate connect with and motivate students with intense needs
• Ability to effectively communicate connect with and collaborate with adults
• Must have the ability to stay organized and document activities and paperwork in a timely manner

LICENSES/CREDENTIAL: Valid Professional Educator License Elementary Education (K-6) or (K-9) endorsement Secondary Education endorsement (6-12) or Special Education (K-12) endorsement

TERMS OF EMPLOYMENT:

• Salary and Benefit information can be found on the Human Resources webpage. There are many opportunities for employees to earn additional compensation (stipends differentials extra duty pay etc.) during the regular school year and in the summer.
• This is a position within the collective bargaining unit and is not an administrative position.
• This is an exempt position.
• Student Contact Days and other days stipulated on the work calendar in accordance with the collective bargaining agreement.

START DATE: August 13 2024

EVALUATION: The performance of this job will be evaluated in accordance with provisions of the Boards policy on teacher evaluation and provisions of the negotiated agreement using the districts evaluation instrument by the Building Principal.

ADDITIONAL $5000 STIPEND DUTIES & RESPONSIBILITIES:

• Serve as a lead member of the buildings School Improvement Team; including attending and preparing professional development for Program Council meetings.
• Prepare and present professional development during the 3 full Institute Days.
• Prepare and present professional development during the 4 Staff Development Days.
• Prepare and present professional development during the monthly staff and/or curriculum meetings.
• Attend after-school meetings as needed monthly about four meetings a month (not including Monday meetings - elem or Wednesday meetings - UMS)

AN EQUAL OPPORTUNITY EMPLOYER

CREATED: September2025