Building Leadership Member (BLT) - Roosevelt

Cedar Rapids Community School District; Cedar Rapids (IA); On-site; USD 500 - 700; Part time

Benefits offered by this job

Stipend $500 annually

Professional development support

Job summary

Cedar Rapids Community School District is seeking a Building Leadership Member to collaborate with building administration to develop, implement, and evaluate the School Improvement Plan using the BLT Framework and data such as the BLT survey.

This extra-duty position, funded annually at $500, involves participation in professional learning, coaching teachers, and leading PLCs to improve equity, curriculum, and assessment aligned to Iowa Core.

Qualifications

• Reflective, growth-oriented and open to feedback.
• Deep knowledge of equity and culturally responsive practice.
• Ability to train and coach on instructional frameworks.
• Familiarity with BLT framework and digital literacy strategies.
• Knowledge of Iowa Core Standards and Standards-Based Grading.
• Mentoring and coaching skills; experience with PLCs.
• Requirements include a valid Standard Teaching License and teaching experience.

Responsibilities

• Co-create, implement, and monitor the school improvement plan with BLT framework.
• Facilitate PLCs to address curriculum, assessment, and instruction issues.
• Provide job-embedded professional development tied to growth goals.
• Analyze data to monitor progress toward student achievement goals.
• Mentor and coach teachers toward equity-focused practices.

Skills

Equity principles knowledge

Culturally responsive pedagogy

Adult learning design

Professional learning delivery

Mentoring and coaching

Building Leadership Team framework

Data analysis for improvement

PLC facilitation

Curriculum, instruction, assessment

Standards-Based Grading understanding

Education

Teaching license

Job description

Building Leadership Member (BLT)

Position Funding Source

Teacher Leadership or Building Control (non licensed teacher)

Supervised by

Building Administrator

Position Summary

Building Leadership Member will work collaboratively with the building administration to create, implement, and evaluate the School Improvement Plan, using the BLT Framework and relevant data, including the BLT survey, as a guide.

Number of Positions

up to 8 for each middle school (Extra Duty Only)

Additional Hours Outside of the Contract Day

Accompany this position.

Compensation

$500 annually.

Teacher Leadership Essential Disposition, Skills, and Requirements

• Reflective, growth-oriented, seeks and acts upon feedback, and willingness to be coached
• Deepen and maintain own knowledge of equity principles and culturally responsible pedagogy to identify and address inequitable practices and engage teachers in using an equity lens to reflect on their practice
• Ability to train and coach New Art and Science of Teaching
• Knowledge or the willingness to become knowledgeable in the Building Leadership Team framework
• Knowledge and experience with research-based strategies within digital literacy
• Knowledge of curriculum, instruction, and assessment
• Ability to design, present, and facilitate adult learning experiences preferred
• Experience with conducting professional learning activities
• Knowledge and understanding of the Iowa Core Standards and Standards-Based Grading
• Mentoring and coaching skills
• Knowledge of Professional Learning Community process and protocol
• Standard Teaching License with three years of teaching experience with at least one year of experience in the Cedar Rapids Community School District preferred (extra duty positions)

Measures of Effectiveness and Professional Growth

• All Teacher Leader Positions will be evaluated annually in an effort to provide opportunities for the teacher to reflect upon his/her practice and administration to provide feedback to enhance professional growth.
• CRCSD evaluation procedures will be used.
• TLS rubric identifying levels of development will be used to monitor growth and determine if the teacher leader is performing at a satisfactory level to continue in the teacher leader role.
• Personal Reflection on professional growth in relation to essential job elements.
• Meets or exceeds all performance targets.

Essential Job Elements

• Deepen and maintain own knowledge of equity principles and culturally responsive pedagogy to identify and address inequitable practices and engage teachers in using an equity lens to reflect on their practice (ICPS 2.4)
• Co-create, implement, and monitor building school improvement plan that is aligned with Building Teacher Leadership Framework
• Facilitate PLCs to regularly address common issues regarding curriculum, assessment, instruction, and the achievement of all students (HRS 1.4)
• Co-create, implement, and monitor opportunities for teacher to continually enhance their pedagogical skills through reflection and professional growth plans (HRS 2.2)
• Provide job-embedded professional development that is directly related to teacher instructional growth goals (HRS 2.5)
• Establish clear and measurable goals that are focus on critical needs regarding overall student achievement (HRS 3.4)
• Analyze and interpret data regularly to monitor progress toward school achievement goals (HRS 3.5)

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; talk and hear. The employee frequently must squat, stoop or kneel, reach above the head and forward 0 -24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job. The employee must frequently lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc.

Work Environment

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually quiet. The position requires the commitment of professional working hours that may require the employee to extend beyond a typical 8:00 a.m. to 4:00 p.m. workday. The employee will frequently work in different areas of the classroom including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, etc. The employee will usually work in indoor temperatures but will work outdoors when supervising students outside of the classroom.

The Cedar Rapids Community School District is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability. Federal law obligates an employer to provide reasonable accommodation(s) for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer. If you or someone you know requires accommodation in the hiring process, contact the Executive Director of Human Resources, at 319-558-2747.