Bethune Elementary is interested in candidates for Master Teacher for our upcoming 2018-2019 school year. Mary McLeod Bethune Elementary School prepares students to become lifelong learners and productive citizens in a global society. Our mission is to increase academic success by promoting educational development for all learners.
This role is intended for talented, energetic, motivated educators to become part of a more comprehensive and educational experience. Our school implements TAP: The System for Teacher and Student Advancement developed by the Milken Family Foundation and now run by the National Institute for Excellence in Teaching (NIET). This system allows teachers to have multiple career paths, compensation competitive with the market, ongoing applied professional development and performance-based accountability. We are currently hiring and we are looking for teachers to fill the “master” teacher role.
Essential Duties and Responsibilities:
TAP System practitioners often describe the Master Teacher as the individual whose role is most integral to successful TAP implementation. In working with the principal and the leadership team to develop and implement an academic achievement plan for the building, the Master Teacher analyzes student data and prioritizes student academic needs.
In schools that implement the TAP System with fidelity to the model, Master Teachers are a solid source of support to career teachers. They are not viewed as “Models of Perfection,” but they consistently model what it means to be “Lead Learners” (Leithwood, 2004).Master Teachers partner with the principal in evaluating other teachers and providing support through appropriate pre/post conferences.
Master Teachers lead cluster groups. Master Teachers follow up on these weekly meetings by providing support to teachers in classrooms: modeling lessons, team teaching, observing with feedback, coaching on instructional strategies or helping teachers to plan. Although Master Teachers are not the primary instructor for a specific classroom, their modeling, demonstrations, team-teaching, and field-testing, together mean they spend an average of two hours per day teaching students.
Master Teachers lead the team’s effort in locating research-based instructional strategies in order to target specific student needs. Although both Master and Mentor Teachers field-test research-based strategies, Master Teachers typically take the lead in setting up the Field-Test process. In field-testing, instructional strategies are tried out in classrooms in order to measure the impact on student learning, consider necessary modifications, and determine the appropriate sequencing/segmenting of the lesson material. Master Teachers also identify the critical attributes of an instructional strategy so that there will be a consistent transfer from cluster meetings to classroom practices. Master Teachers are charged with “making it happen” – that is, turning the school plan into action. As a result, they focus on six main areas:
1. Leadership Team Participation/Facilitation
- Support principals in overall TAP implementation (creating the school plan, monitoring goal setting, tracking student progress, and monitoring classroom follow-up and goal attainment for both cluster groups and Individual Growth Plans).
- Assess student achievement results/teacher evaluation results and maintain inter-rater reliability.
- Locate research-based strategies that will support student achievement in the identified areas of student need as revealed by the analysis of data.
- Field-test selected strategies to determine their impact on student achievement, making necessary modifications, determining appropriate sequencing/segmenting and identifying necessary critical attributes to ensure their effective transfer from cluster to classrooms.
3. Cluster Group Planning and Implementation
- Jointly develop, with Mentor Teachers, weekly cluster group agendas and activities using student achievement data (state tests, benchmark tests, teacher-made tests) and teacher evaluation data to target specific focus areas (refinement areas).
- Lead and attend selected cluster meetings weekly.
- Utilize student data to assess cluster group progress toward goals.
4. Individual Growth Plan Management
- Assist teachers in developing goals and tracking progress.
- Provide training, resources, and support for meeting goals.
- Model the “self-reflection” process and support teachers in focusing on student achievement and increased proficiency in teaching.
5. Evaluations and Conferencing
- Conduct classroom evaluations of teachers (both announced and unannounced) according to district/state and TAP requirements.
- Conduct appropriate pre-conferences for all announced evaluations.
- Conduct appropriate post-conferences for all evaluations.
- Support the principal in maintaining inter-rater reliability and reducing score inflation.
6. Classroom Follow-up
- Provide support to career teachers based on cluster meetings, refinement areas from evaluations and IGP focus.
- Provide observations and feedback, model teaching (demonstration lessons), team teaching, coaching, planning sessions, etc.
Qualifications, Education and Work Experience:
- Master’s degree in a relevant academic discipline
- Doctorate degree in relevant academic discipline desired
- At least five years of successful teaching as measured by performance evaluations, promotions, and portfolio of work
- For teachers currently in TAP schools, exemplary evaluation scores on the TAP Rubrics
- Demonstrated expertise in content, curriculum development, student learning, test analysis, mentoring and professional development, as demonstrated by an advanced degree, advanced training and/or career experience
- Student data that illustrates the teacher’s ability to increase student achievement through utilizing specific instructional interventions
- Instructional expertise demonstrated through model teaching, team teaching, video presentations and student achievement gains
- Demonstrated expertise in classroom demonstrations and external observations
- Excellent communication skills and an understanding of how to facilitate growth in adults
- Listed below are key points regarding environmental demands and the work environment of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the job.
- Required to use motor coordination with finger dexterity (such as keyboarding, machine operation, etc.) part of the workday;
- Required to exert physical effort in handling objects less than 30 pounds rarely;
- Required to be exposed to physical occupational risks (such as cuts, burns, exposure to toxic chemicals, etc.) rarely;
- Required to be exposed to physical environment which involves dirt, odors, noise, weather extremes or similar elements rarely;
Normal setting for this job is a /school setting.
Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to: neglect of duty, dishonesty, engagement in acts that are contrary to OPSB policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system.
Chain of Supervision: Principal
Supervises: To be assigned
Salary: OPSB Appropriate Teacher Salary Schedule _____ Plus TAP Master Teacher Addendum