Instructional Support Leader (Literacy) - Network 11
Chicago Public Schools (CPS) is the third largest school district in the United States, serving over 350,000 students in 600 schools and employing nearly 36,000 people, most of them teachers.
CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that
prepares each for success in college, career and civic life. In order to fulfill this mission we make three commitments to our students, their families and all Chicagoans: academic progress, financial stability and integrity. Five core principles are embedded within these commitments - high quality, rigorous instruction, talented and empowered educators, safety and support, financial stability and collective impact.
The Literacy Instructional Support Leader (ISL) will support the instructional development and school-level improvement to drive academic achievement for all students. Specific content expertise and requirements for the ISL will vary based upon the needs of the schools in the network but it is expected that all ISLs will be instructional experts with proven content expertise in at least one core subject (i. e. Literacy, Mathematics, Science) and/or with priority student groups (i.
e. Diverse Learners and English Language Learners). The preferred area of content expertise for this position is Literacy. The following describes the role and responsibilities for an Instructional Support Leader: Under direction and guidance of the Chief, implement a school strategic action plan and continuous improvement strategies to drive academic improvement in a portfolio of schools by working with classroom teachers, school-based Instructional Leadership Teams, and school administrators. Build day to day instructional capacity of classroom teachers and school administrators in a portfolio of schools to deliver core district and network priorities.
These priorities currently include (but are not limited to): implementation of Common Core State Standards, implementation of Multi-Tiered System of Supports, implementation of the Framework for Teaching and College and Career Readiness. Provide differentiated instructional support by working directly with administrators, teacher leaders and teachers in the classroom, as appropriate, to model effective, research-based instructional practices, by working collaboratively with teacher teams to drive data-informed instructional planning, and by working with school-based leadership teams to actualize CCSS implementation at the classroom level.
Consult and collaborate with Principals, Assistant Principals, school-based Instructional Leadership Teams, and fellow Network staff as needed to develop data-informed strategies to support development and implementation of CIWP. These strategies include (but are not limited to): curriculum development, professional development plans, direct support to classroom teachers, student outcome progress monitoring, and student intervention plans.
Design and lead professional development around Common Core implementation in Math content areas for network teacher leaders and network administrators. In order to be successful, the Instructional Support Leader must possess the following: Type of Education and Experience Required: Graduation from an accredited college or university with a Master's degree in Education, Curriculum and Instruction, National Board Certified, or Educational Leadership preferred. Valid standard teaching certificate issued by the Illinois State Board of Education with appropriate grade level and content level endorsements (Math).
Type 75 Certificate issued by the Illinois State Board of Education (or equivalent certificate from outside Illinois) preferred but not required A minimum of 5 years of classroom teaching experience Knowledge, Skills and Abilities: Ability to use multiple data sources to set measurable goals and strategically plan to complete the goals Ability to define problems, analyze data and develop action plans as part of a continuous improvement cycle Excellent communication skills: writing, speaking and listening Endorsement in Reading, strongly preferred Experience with curriculum mapping, unit planning, and formative progress monitoring Knowledge of research-based school improvement models and strategies Experience and knowledge of MTSS Evidence of Teacher leadership and collaboration'260825 Associated topics: ad 1730 00, classroom dynamics, curriculum, educational, educational research, gs 1701 13, k 12, learning, teaching method, teacher training
Location: Chicago, IL
Company: Chicago Public Schools