Metro

Full-time Licensed School Nurse position district wide beginning the 2016-2017 school year. Job Description: To provide and oversee health services in the district.Application Deadline: August 26, 2016 or until filled.

The purpose of the Regional Centers of Excellence (RCEs) is to provide a coherent statewide system of differentiated support that results in sustainable, meaningful change. The RCEs build the capacity of districts, schools, and charters to engage in the continuous improvement process and implement the World’s Best Workforce legislation. The ultimate goal is to close achievement gaps while raising achievement for all students and increase graduation rates for all student groups. The School Advocate /Math Specialist position provides general school improvement planning and technical assistance in the Regional Centers of Excellence (RCEs). This position works with school leadership teams to coordinate improvement efforts for all students. Using the frameworks of Implementation Science, the School Advocate/Math Specialist develops capacity of school staff by providing technical assistance, onsite coaching, and/or professional development that supports the Common Principles of Effective Practice: – Educational equity – School leadership team – Learning teams of teachers – Continuous improvement processes (data mining, needs assessment, root causes analysis, defined and measurable goals, and implementation of evidenced based practices) – Standards based education systems with tiered levels of support – School cultures that support learning – Partnerships, community engagement, and family engagement – Other RCE- aligned state and federal education initiatives Position Responsibilities: Support of the RCE Purpose – Collaboratively lead the transformation of practices, organizations, and systems; including the bridging of policy and practice. – Align common goals and activities across school and district improvement plans. – Represent RCE initiatives, programs, services, and resources to education organizations and other stakeholder groups. – Establish a trusting environment and culture for learning. – Coordinate, lead, and evaluate continuous improvement efforts. Instructional Leadership Math Specialist Role: – Define and apply the relevant concepts related to transformation, systems evolution and the implementation of evidence-based programs and practices. – Support best practices in mathematics instruction and assessment in core content areas, supplemental programs, and out of school programs to build the capacity of school staff to increase student achievement in mathematics. – Coach, co-teach, model, demonstrate, observe, and provide feedback to teachers on the implementation of: – Data use as the basis for instructional decision making – Standards-based instruction – Core, supplemental, and intensive intervention approaches for K-12 mathematics instruction – Support school improvement goals related to math by participating in Professional Learning Teams, providing resources to leadership teams, and conferring regularly with administrators and teachers to attain stated goals. School Advocate Role: – Apply and utilize the Framework of Implementation. http://nirn.fpg.unc.edu/learn-implementation – Identify and guide change of instructional practices and characteristics of school culture that do not fully support high expectations and the engagement of all students. – Build the capacity of school leadership to effectively interpret data, communicate results, and engage in root cause analysis to impact student achievement. – Understand and use basic techniques to visualize and analyze data at the district, school, classroom, and student levels, what it means, what is missing, and its limitations; in order to effectively support the data driven decision-making process. – Coordinate, support and provide job embedded professional development opportunities for staff that supports effective implementation of the Record of Continuous Improvement. – Facilitate, guide, and build capacity of leadership teams on implementation of evidence-based practices that improve educational outcomes for marginalized student groups. Professional and Ethical Relationships – Model appropriate personal, professional, and ethical behavior. – Demonstrate strong interpersonal, written, and verbal communication skills; facilitate groups effectively. – Foster positive, productive, and collaborative relationships with school staff, RCE staff, service cooperative staff, and MDE staff. – Participate in learning communities and professional organizations to network with other professionals and continue to expand knowledge and skills necessary to support system-wide change. Resource Management – Participate in specialized professional development provided by the RCEs and MDE. – Travel is required to perform the duties of the job; mileage costs are reimbursed. – Make appropriate and sound use of time, technology, and resources. – Complete all operational requirements within a timely manner (Center of Excellence Staff Time, Activities, Resources-CESTAR, required reports, etc. as needed).