POSITION TITLE:

Mathematics Middle School Instructional Effectiveness Specialist

FLSA:

Exempt

SALARY:

Teacher Salary Schedule

WORK DAYS:

220

LOCATION:

Muscogee County Public Education Center (MCPEC)/Division of Teaching & Learning

REPORTS TO:

Director of School and District Effectiveness

REQUIREMENTS:

1. Educational Level:

Master’s degree in Education, Educational Leadership, Curriculum and Instruction, or a related field. Equivalency: Considerable teaching, instructional coaching, and leadership experience as well as extensive knowledge of professional learning, instructional improvement, and school effectiveness practices. Experience leading academic coaches and supporting school improvement initiatives preferred.

2. Certifications/Licenses:

Professional teaching certification in Middle Grades (4-8) Mathematics and/or leadership required. TSC Coaching Endorsement preferred, with related training and experience preferred.

3. Experience:

Minimum five years of successful teaching experience in middle school. Experience serving as an instructional coach, academic coach, department chair, content specialist, or similar leadership role. Demonstrate expertise in curriculum, instruction, assessment, and student achievement. Experience facilitating professional learning and supporting adult learners.

4. Physical Activities:

Routine physical activities that are required to fulfill job responsibilities.

5. Skills, Knowledge and Abilities:

Skills are required to perform multiple technical tasks, facilitate professional learning, analyze instructional data, and support district and school improvement initiatives. Specific skill-based competencies required to satisfactorily perform the functions of the job include: instructional coaching, mentoring, facilitation of adult learning, classroom observation and feedback, data analysis, collaborative planning, conflict resolution, and use of technology platforms including Microsoft Office, Google Suite, student information systems, and professional learning systems. Requires effective oral and written communication skills and the ability to build positive working relationships with diverse stakeholders.

Knowledge is required to perform basic math; read a variety of manuals, reports, and educational documents; prepare presentations and professional materials; and solve practical instructional and organizational problems. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: instructional best practices, differentiated instruction, culturally responsive teaching, language acquisition strategies, professional learning theory, instructional coaching models, school improvement processes, curriculum and assessment practices, and data-driven decision-making practices. Thorough knowledge of effective teaching and learning practices and continuous improvement frameworks is required.

Ability is required to schedule and manage multiple activities, meetings, coaching cycles, and professional learning opportunities; gather and analyze student achievement data; and support instructional leaders in improving teaching and learning outcomes. Flexibility is required to work with individuals and teams in a variety of settings and circumstances. Ability is also required to work collaboratively with diverse groups, maintain confidentiality, prioritize tasks, meet deadlines, and provide leadership in dynamic educational environments. Problem solving is required to identify instructional challenges, analyze data, and develop actionable improvement plans. Specific ability-based competencies required include: coaching and mentoring adults, facilitating collaborative conversations, leading professional development, interpreting performance data, and building instructional leadership capacity.

1.

Provides leadership, guidance, and support to academic coaches, administrators, and instructional staff to improve instructional practices, strengthen teacher effectiveness, and increase student achievement.

2.

Leads and develops academic coaches through mentoring, coaching cycles, calibration activities, and professional learning to build instructional leadership capacity across schools.

3.

Collaborates with school and district administrators, instructional leaders, and teachers to implement school improvement initiatives and ensure equitable instructional practices for all student groups.

4.

Facilitates instructional coaching cycles, including classroom observations, modeling, feedback, goal setting, and follow-up support to improve instructional quality and student learning outcomes.

5.

Conducts classroom walkthroughs with administrators and instructional leaders to monitor instructional effectiveness, identify trends, and support continuous improvement efforts.

6.

Provides actionable feedback and instructional support to coaches, teachers, and school leaders to enhance teaching practices, student engagement, and academic performance.

7.

Facilitates collaborative planning sessions, professional learning communities (PLCs), and data discussions to strengthen instructional alignment, reflection, and student achievement.

8.

Supports the implementation of high-yield instructional strategies, differentiated instruction, and culturally responsive teaching practices to ensure equitable access to rigorous learning experiences.

9.

Leads data analysis meetings and supports data-driven decision-making to monitor student progress, identify achievement gaps, and guide instructional planning.

10.

Supports the implementation of district instructional initiatives, frameworks, curriculum expectations, and standards-based practices to improve teaching and learning outcomes.

11.

Designs and facilitates professional development opportunities for academic coaches, teachers, and instructional leaders to strengthen instructional capacity and support continuous professional growth.

12.

Maintains consistent communication and collaboration with district leadership, administrators, coaches, and teachers to ensure alignment of instructional goals, initiatives, and school improvement priorities.

13.

Demonstrates professionalism, reliability, and accountability through regular attendance, punctuality, and active participation in assigned responsibilities and district initiatives.

14.

Daily attendance and punctuality are required for the purpose of ensuring the goals of the work unit can be met.

15.

Researches a variety of topics (e.g., instructional strategies, coaching models, professional learning resources, intervention programs, etc.) for the purpose of supporting staff development and continuous improvement efforts.

16.

Performs other school improvement, instructional leadership, and coaching-related duties as assigned for the purpose of ensuring the efficient and effective implementation of district initiatives.