Facilitating Teacher for 24-25 School Year (multiple)

To review specific Facilitating Teacher positions available for the 2023-2024 school year, please vist: https://form.jotform.com/241194221624146. For information on a specific position, please contact the appropriate school principal.

In order to apply for the position all applicants (internal and external) MUST complete the application at https://form.jotform.com/241194221624146 in addition to a Frontline application.

Facilitating Teacher Job Description

Purpose: The Facilitating Teacher, having content and instructional expertise, will continue as a classroom teacher spending at least 70% of their time working directly with students, while also facilitating a team of Collaborating Teachers; this team of Collaborating Teachers may be at the same school as the Facilitating Teacher or at multiple schools across the district. The Facilitating Teacher will work with school and/or leadership (as appropriate) to identify a problem of practice in the school/district impacting student learning and then develop and facilitate a group action research project to address that need. To meet this purpose, the Facilitating Teacher will provide high quality instruction in his/her own classroom and work with a team of Collaborating Teachers.

Reports to: School Principal (When working with teachers at a single site)

Payment Rate: According to Certified Teacher Salary Schedule plus $5,000 to $10,000 annual supplement (based on state funding)

Employment Term: 10 Month Qualifications:

• Bachelor’s degree from an accredited college/university
• Minimum of four years of successful prior teaching experience.
• Current North Carolina Teaching Continuing License.
• Desire to continue career improvement.
• Demonstrated ability to communicate in a professional manner both orally and in writing
• Demonstrated strength in organization, communication skills and efficiency in meeting deadlines
• Demonstrated ability to function as a positive collaborative member of a team
• Knowledge of best-practices regarding PLCs
• A minimum of 4 points on the FT Qualification Checklist from at least two different categories, with at least 2 points in the category of Student Achievement
  
  

Desired Competencies

• Being a reflective practitioner
• Skill in working with adults
• Efficacious leader and problem-solver
• Skill in using technology for instruction and analysis of learning
• Strong organizational skills
• History of success with students in the classroom
• Ability to assess student learning
• Ability to both deeply understand a problem and ask questions to identify underlying issues contributing to the problem
• Ability to self-direct and self-manage work schedule and outcomes
• Ability to navigate and resolve conflict
• Trustworthy and honest
• Results-oriented, with a strong capability to focus on the problem at hand
  
  

Preferred Qualifications

• Ten or more years teaching experience
• Completion of the Adaptive Schools Foundations Training
• Experience working with and facilitating groups of adults
• Knowledge of best-practices regarding Action Research
• Evidence of successful implementation of Action Research methodology/project
  
  

Essential Functions

• Coordinate a Collaborative Inquiry Project, with at least 3 teachers, specifically:
• In collaboration with school leadership, identify a problem of practice and facilitate an Collaborative Inquiry Project which addresses that need.
• Foster a professional, collegial climate among the team of teachers
• Facilitate the process of the team of teachers planning, teaching, and assessing student understanding with regards to the problem of practice.
• Foster positive relationships with the team of teachers, other educators, and administrators.
• React to change productively and handle other tasks as assigned.
• Attend and participate in all required district-level trainings and support for Facilitating Teachers
  
  
General Responsibilities


• Demonstrate willingness to assume leadership positions.
• Work positively toward meeting identified district and building improvement goals.
• Develop and maintain a collegial relationship with teachers and administrators.
• Maintain eligibility requirements for the position, including meeting student performance goals

District Commitment to Facilitating Teachers

• Support from a dedicated district coach to facilitate the Collaborative Inquiry project
• Training days focused on how to lead collaborative action research, lead and develop a collaborative group, and understand and interpret data to drive action research
• Minimum of 3 individual coachings per year by a district-level coach focusing on personal leadership development and influence
• Regular collaboration with other Facilitating Teachers across the district (both formal and informal)
• An online learning community designed to offer ongoing support, resources, and collaboration between Facilitating Teachers
• Growth and evaluation measured on a rubric specific to Facilitating Teachers in addition to the standard NCEES rubric