Pre-Kindergarten Regional Instructional Specialist
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- Central Office
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- 5 days ago Post Date
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Title: Pre-Kindergarten Regional Instructional Specialist
Department: Head Start
Reports To: Early Childhood Field Coordinator
The School District of Philadelphia is committed to becoming the fastest improving District in the country and transforming the educational opportunities it offers to our city’s more than 200,000 students. The District seeks leaders who have a passion for working with schools and communities who are committed to ensuring all students achieve. Serving a population as diverse as ours requires creativity, commitment and vision. Will you join us?
Job Summary
Assists school, community-based child care agencies, and teachers in creating a consistent implementation of the schools core curriculum and Pennsylvania’s Early Learning Standards. As a member of the Early Childhood team, the Pre-Kindergarten Instructional Specialist participates in instructional walkthroughs to analyze teaching practices, support schools, early childhood centers and teachers, to attain high quality instructional practices, and provide professional development support based on teacher, school, or early childhood site needs. Provides on-going, daily informal and formal classroom assessments and instructional best practices to meet the needs of individual student in attaining educational excellence.
This is a full-time, 10-month role represented by PFT. The salary grade for this role is 0201/0301.
Essential Functions
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Serves as a member of the Early Childhood Team and participates in regular Walk Throughs of Pre-Kindergarten classes in schools, off-sites, and community-based child care partner sites.
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Debriefs with teachers, school leadership teams, partner directors, and Early Childhood staff to analyze and support the instructional practices in schools and/or early childhood sites.
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Plans and administers (in collaboration with the central and academic offices) the implementation of instructional strategies to support academic achievement.
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Develops, designs and delivers professional development for central and academic offices, principals, leadership teams, teachers, classroom assistants, and partner staff based on the needs of schools, early childhood sites and teachers.
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Visits schools, partner sites, and classrooms and provides support to improve instructional and assessment strategies, outside of the Walk Throughs.
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Encourages a continuous exchange of ideas and maintains a relationship with the assigned academic division.
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Develops strategies that connect curriculum, instruction, assessment and professional development for effective data driven interventions to improve teaching and learning.
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Supports teachers in delivering on-the-spot, in-classroom data-driven instruction.
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Supports teachers in creating interventions (strategy groups, conferencing, small groups, etc) based on formal and informal assessment results.
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Supports teachers in the use of on-going periodic assessment results on their students and how to best use the results to deliver differentiated instruction.
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Collaborates in creating content for professional development during school year and in the summer.
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Facilitates summer sessions for new teachers and assistants.
Minimum Requirements
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Master’s degree from an accredited college or university.
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Five years of full-time, paid, professional appointed classroom or site based teaching experience, which has included supporting teachers in improving instructional practices.
Certificates/Licenses
• Possession of a valid Commonwealth of Pennsylvania Early Childhood Instructional II teaching certificate.
Knowledge, Skills and Abilities
• Demonstrated knowledge of:
o all aspects of the content and implementation of the core curriculum and PA Early Learning Standards.
o best instructional practices and Federal and State guidelines.
o periodic assessments and on-going informal assessments and strategies to support students based on the results.
o site visit protocol for walks for learning.
o current research regarding communities of learners, instructional practices linked to student achievement, differentiated instruction, mentoring, coaching and emergent technologies.
o increasing achievements for all students.
o collecting, analyzing and using data.
o the use of technology to access students’ assessment results.
• Demonstrated ability to:
o provide interventions (strategy groups, conferencing, small groups, etc) based on formal and informal assessment results.
o design and facilitate school and/or early childhood site led workshops for staff development incorporating assessments and interventions into current curriculum.
o build relationships and help teachers feel comfortable with and understand instruction.
o communicate effectively, both orally and in writing.
o establish and maintain effective working relationships.
Disclaimer
The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.
Nondiscrimination
The School District of Philadelphia provides equal employment opportunities to all employees and applicants for employment without regard to race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin, disability, pregnancy, marital status, gender identity, or genetic information. Please refer to Board Policy 348 for further information regarding the District's commitment to Nondiscrimination in Employment Practices.
