POSITION TITLE:

Instructional Specialist for Elementary Mathematics

FLSA:

Exempt

SALARY:

Teacher Salary Schedule

WORK DAYS:

220

LOCATION:

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

REPORTS TO:

Executive Director of Curriculum and Instruction PK-12

REQUIREMENTS:

1. Educational Level:

Master’s degree in Mathematics Education, Special Education, Curriculum and Instruction, or closely related field from an accredited institution.

2. Certifications/Licenses:

Valid Georgia Teaching Certificate or Service Certificate at Level 5 or higher. Education Specialist degree or higher in a closely related field preferred.

3. Experience:

Minimum of five (5) years of successful experience in classroom teaching with a strong emphasis on Mathematics instruction. Minimum of two (2) years of experience in instructional coaching, teacher leadership, or district/school-level curriculum role. Demonstrated experience designing and delivering professional learning for adult learners in the content and instructional delivery. Experience with assessment administration, analysis, and data-driven decision-making. Experience supporting Multi-Tiered Systems of Support (MTSS) and evidence-based literacy intervention programs. Experience managing instructional programs, materials, and budgets

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 with a need to routinely upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: developing and monitoring curriculum; writing student learning outcomes; researching and evaluating curriculum standards; designing and facilitating professional learning for adult learners; reading and writing technical documentation; analyzing and visualizing instructional and student performance data; communicating effectively in oral and written form; managing instructional programs, budgets, and vendor relationships; coordinating large-scale events and competitions; project management and independent problem solving; operating standard office equipment and utilizing pertinent software applications, including Microsoft 365, data visualization tools, learning management systems, and approved AI platforms; planning and managing multiple concurrent projects; preparing and maintaining accurate records; and training, developing, and providing non-evaluative support to instructional staff.

KNOWLEDGE is required to read, interpret, and communicate technical information; compose a variety of documents; facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: deep, current, and expert-level knowledge of [Content Area] pedagogy, standards, and assessment; curriculum development principles, instruction and teaching methods, and current trends in the field; applicable local, state, and federal laws and regulations; the Georgia Standards of Excellence and applicable state statutes affecting [Content Area]; High-Quality Instructional Materials (HQIM) evaluation and implementation; Multi-Tiered Systems of Support (GAMTSS) and tiered intervention design; adult learning theory and evidence-based coaching practices; principles of data analysis, needs assessment, research methods, and assessment literacy; the responsible, ethical, and effective integration of Artificial Intelligence (AI) in education, including student privacy (FERPA), data security, and academic integrity; budget development and grant management; and the organization of academic competitions, student recognition events, and community partnerships.

ABILITY is required to schedule a significant number of activities, meetings, and events; routinely gather, collate, and classify data; and consider multiple factors when using equipment and technology. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate technology using a variety of standardized methods. Ability is also required to communicate technical information in a clear and understandable manner; work independently and prioritize tasks; work with a significant diversity of individuals and groups; work with data of widely varied types and purposes; and utilize a variety of job-related equipment. Independent problem solving is required to analyze issues and create action plans. Specific ability-based competencies include: adapting to changing work priorities; dealing with frequent and sustained interruptions; developing and maintaining positive working relationships; facilitating communication between persons with divergent positions; implementing change; maintaining confidentiality; maintaining emotional control under stress; meeting deadlines and schedules; providing direction and leadership; setting priorities; being regularly, predictably, and reliably at work; performing routine physical activities required to fulfill job responsibilities; and representing the district professionally at local, state, and national venues.

1.

Serves as the district's primary subject-matter expert in the content area and grade level band for the purpose of providing instructional leadership, vision, and technical assistance to teachers, instructional coaches, principals, and district leadership.

2.

Leads the development, implementation, review, and evaluation of content area-specific curriculum and instruction for the purpose of ensuring a positive, coordinated educational program designed to meet the needs of all students.

3.

Leads the review, selection, evaluation, and alignment of content area-specific High-Quality Instructional Materials (HQIM) and supplemental resources with the state standards and instructional frameworks and district expectations for the purpose of ensuring that all adopted materials are evidence-based, aligned with district priorities, and fiscally responsible.

4.

Develops, maintains, and revises a district-wide resource Blueprint (course builds, model lessons, instructional routines, curriculum maps, pacing guides, scope-and-sequence documents, intervention protocols, student-facing materials, anchor tasks, and unit plans, etc.) for the purpose of ensuring consistency, rigor, and vertical alignment across all grade levels and schools and providing equitable access to high-quality instructional resources for teachers and students.

5.

Monitors compliance with federal, state, and local content-area mandates and standards for the purpose of ensuring regulatory compliance and instructional integrity.

6.

Designs, develops, delivers, and evaluates district-wide professional development (PD) on content-specific instructional frameworks, resources, assessment, and intervention strategies for teachers, instructional coaches, and building administrators for the purpose of building adult capacity and improving student outcomes.

7.

Co-designs coaching cycle PD content with school-based instructional coaches for the purpose of ensuring that coaching priorities are grounded in current research and aligned with adopted curriculum.

8.

Facilitates professional learning that extends beyond the regular school day (e.g., summer institutes, after-hours workshops, weekend academies, and district conferences) for the purpose of expanding the reach of district-sponsored PD and meeting state training requirements.

9.

Maintains and sustains active district-level content-specific Professional Learning Communities (PLCs) across schools for the purpose of fostering collaborative inquiry, shared practice, and continuous instructional improvement.

10.

Frequently visits each school to observe classroom instruction for the purpose of encouraging, guiding, and supporting faculty and principals in working toward instructional excellence and student achievement.

11.

Provides direct support to schools in implementing standards-based instructional and assessment practices through model lessons for the purpose of accelerating the application of effective practice.

12.

Serves as a content resource through job-embedded coaching and consultation when content-specific expertise is required beyond the school-based instructional coach's current knowledge for the purpose of deepening instructional practice at the classroom level.

13.

Supports student academic transition between grade level bands and between schools (e.g., 5–6, 8–9) in the content area for the purpose of ensuring instructional continuity and minimizing learning disruption for students.

14.

Assumes responsibility for the design and maintenance of a coherent local system of content-specific (formative and summative) assessments and universal screeners, including data gathering, analysis, interpretation, progress monitoring, and reporting, for the purposes of identifying trends, achievement gaps, and instructional priorities to ensure assessment literacy and fidelity of implementation and to provide timely, actionable information to teachers, schools, and district leadership.

15.

Utilizes district-level data dashboards and reports for the purpose of supporting data-driven decision-making, strategic-plan monitoring, and continuous improvement through data-driven storytelling. Presents data findings and instructional recommendations to district and school leadership for the purpose of informing district-level instructional decisions.

16.

Contributes to the continued development and refinement of district grading practices and reporting in the content area for the purpose of ensuring clear, accurate, and standards-aligned communication of student progress to stakeholders.

17.

Supports schools in developing, implementing, and monitoring tiered intervention plans for students with significant content-area deficiencies for the purpose of accelerating student achievement.

18.

Partners with the Division of Information Services and the Executive Director of Technology Learning & Support for the purpose of informing content-specific AI use guidance, vetting procedures, and professional development protocols for teachers and students with content-specific implementation. Vets, recommends, and supports the responsible integration of Artificial Intelligence (AI) tools and platforms for content-specific instruction for the purpose of enhancing teaching, learning, and student engagement while protecting student privacy (FERPA), data security, and academic integrity.

19.

Researches, evaluates, and recommends content-specific instructional materials, manipulatives, consumables, textbooks, digital resources, and service contracts through the resource adoption cycles in collaboration with the Director of Purchasing & Supply Management for the purpose of ensuring consistency in purchasing practices and compliance with adopted standards and coordinates with the Division of Operations and school-based staff for the purpose of ensuring timely delivery, setup, and maintenance of instructional resources in schools.

20.

Develops, monitors, and reconciles the content-specific program budget, including federal, state categorical, local, and grant funds, for the purpose of ensuring fiscal accountability and maximizing educational return on investment.

21.

Oversees the management of district-owned content-specific equipment, software licenses, and technology platforms for the purpose of ensuring operational readiness, appropriate life-cycle replacement, and cost efficiency.

22.

Manages grant applications, grant deliverables, and reporting requirements tied to content-specific programs for the purpose of securing and sustaining supplemental funding that advances district priorities.

23.

Coordinates, promotes, and supports district processes, participation, reporting, and communication in academic competitions and events at the school, district, regional, and state level (e.g., fairs, olympiads, bees, tournaments, showcases, and exhibitions) for the purpose of expanding student learning opportunities, ensuring consistency and equity of access across the district, and compliance with sponsoring organization rules and timelines, building a culture of academic excellence.

24.

Supports parent and family engagement activities related to content-specific events and initiatives (e.g., family nights, curriculum information sessions, student showcases) for the purpose of strengthening home–school partnerships.

25.

Responds to inquiries from internal and external sources regarding content-specific programs, resources, and student achievement for the purpose of identifying relevant issues and recommending or implementing action plans.

26.

Collaborates with a wide variety of internal and external groups (e.g., department heads, GaDOE, RESA, colleges and universities, community organizations, and peer districts) for the purpose of implementing program components and addressing organizational objectives.

27.

Monitors compliance with content-specific federal, state, and local requirements for the purpose of ensuring regulatory compliance and avoiding audit findings.

28.

Contributes to the development, review, and annual revision of district strategic plans, school improvement plans, and content-area plans for the purpose of ensuring alignment with the MCSD Strategic Plan.

29.

Maintains expertise through membership and active participation in professional associations, review of professional literature, and attendance at workshops and conferences for the purpose of informing professional practice and mentoring the next generation of content-area leaders. Represents MCSD at state-level committees, task forces, conferences, and professional organizations for the purpose of sharing district expertise and learning from peer districts.

30.

Maintains prompt and regular attendance for the purpose of ensuring continuity of service delivery to schools and instructional staff.

31.

Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.