Instructional Specialist - Beverly Elementary School
Participant in the Galileo Leadership Consortium - 2017 - 2019 cadre.
Facilitate and plan monthly PLC meetings with grade level staff to review student data from various assessments like NWEA, Fountas and Pinnell, and other district common data, for the purpose of increasing student achievement by identifying students who would benefit from support in Tier I instruction.
Prepare staff and students by coordinating practice sessions, developing building schedules, and acting as the building coordinator for M-Step and NWEA assessments.
Provide district professional development to staff members at Beverly and across the district around various topics within the four core subject areas while supporting specific building and district initiatives.
Work collectively with the other Instructional Specialists to provide just in time training, host teacher labs and serve on district committees to improve student achievement.
Support students throughout the building in various tiered interventions in the areas math, reading and behavior supports.
Support teachers in the use of Google G- Suite and Chrome apps and extensions.
Active as a Teacher Coach for Michigan's Formative Assessment for Michigan Educators (FAME) to improve the knowledge and use of formative assessment as a part of the 5D+ Evaluation System.
Utilize visible thinking routines while making connections to Cultures of Thinking as supported by John Hattie’s work.
Coordinated, planned, and facilitated sessions for AdminCampMi, an Edcamp like experience for current and aspiring administrators.
Maintain the data for the building data room and the planning for student support team.
Serve as the building illuminate education coach in supporting teachers in the use of illuminate DNA for assessment and as a data storage warehouse.
Instructional Specialist - Pembroke Elementary School
Implemented and helped institute RtI, PLC’s, and other district initiatives to assist in closing the achievement gap of all students along with preparing for Common Core State Standards.
Part of the technology committee, character education committee, and coordinating the MEAP assessment.
Used technology like wiki’s, digital cameras, flip cameras, and iPads’ to assist in students’ education.
Developed an I and E calendar to give teachers extra support and allow for differentiation within the classroom.
Worked with 3rd, 4th, and 5th grade teachers to develop a plus and minus model for Everyday Math to be used in conjunction with math workshop.
Utilized AARI (Accelerated Adolescent Reading Initiative) to instruct a Tier II reading intervention.
Established practices and procedures for teachers to enhance learning through workshop models and development of lab classrooms.
Created a data room for use with PLC’s and student achievement.
Utilized the Habits of Minds with students who were identified and place in the gifted cluster group.
Instructional Specialist Job Posting
Under the direction of the Assistant Superintendent for Instruction, Curriculum Coordinator and building principals, Instructional Specialists support the instructional practices in the elementary schools. This includes: supporting the professional growth of staff (facilitating professional work within professional learning communities, assessment, and response to intervention practices); support for under-performing students through direct and indirect service (e.g. targeted instructional support, planning for I/E block), and support for high achieving students (modified cluster, planning for I/E block).
Major Duties and Responsibilities:
Work with the principal and the Assistant Superintendent for Instruction to: o Create and sustain highly functional Professional Learning Communities o Seek and provide timely data on student performance through a wide variety of assessments o Design and monitor systems of/for student achievement o Assist in designing in-class, between-class, and out-of-class interventions, following the district’s Response to Intervention (RTI) model o Develop, implement, and desegregate/disseminate various assessments in the building and assist in the adoption of high-quality assessment practices o Assist teachers in the design, use, and understanding of appropriate assessment practices (“depth of knowledge” in the design of tests; use of informal, formative, interim, and summative assessments; interpretation of data; discussion of lesson designs based on data; support differentiated instruction based on assessment data) o Assist in the assessment of students (i.e. MEAP) o Assist teachers in interpreting data o Assist teachers in developing differentiated teaching practices o Assist teachers, individually and through PLCs, to appropriately plan and use the Intervention/Enrichment (I & E) Block to meet the needs of various students (i.e. regrouping students across the grade level) o Support active, engaging teaching/learning practices o Meet with teachers regularly (individually and through PLCs) to appropriately support students in-class and I & E block o Support enrichment services to identified students o Administer the district’s enrichment “cluster” identification program (notification, assessment administration, compilation of data, communication with teachers and parents, etc.) o Regularly meet with students identified for “cluster” services (develop lessons for “cluster” students in areas that promote high level thinking, creativity, collaboration, ‘Habits of Mind’) o Implement the Response To Intervention (RTI) model in the building, including the use of data, monitoring student performance, working with PLCs, and focusing on the needs of individual students o Work with students for short-term interventions for specific skills, as identified through the RTI process o Actively participate on student support committees (i.e. SAT Teams) o Assist teachers in the implementation of innovative and high quality instructional practices
Professional Experiences: o Demonstrate successful experience working in/with Professional Learning Communities o Have detailed understanding and experience with the practical purpose of RTI o Demonstrate success in collaboration with others o Professional leadership experiences o Demonstrated ability to successfully work with students and to differentiate to meet their needs o Demonstrated ability to collect, use, interpret and use data o Experience working with adult learners
Personal Skills: o Demonstrate high levels of organization o Ability to articulate and demonstrate professional work in relation to the goals in Strategic Plan o Excellent written and oral communication skills o Use of the ‘Habits of Mind’ in personal and professional ways o Skilled in the use of technology