Springfield Public Schools (Massachusetts)
New Instructional Leadership Specialist: Elementary Mathematics
Springfield Public Schools (Massachusetts), Springfield, Massachusetts, us, 01119
New Instructional Leadership Specialist: Elementary Mathematics
Instructional Leadership Specialist collaborates with district and school leaders to facilitate and execute the district's Strategic Plan with fidelity and integrity. An Instructional Leadership Specialist is expected to spend 50% of their work schedule in classrooms actively engaged in modeling, coaching, co‑teaching, and/or demonstrating standards‑based best practices, 30% reviewing data, leading team meetings, presenting professional development, and facilitating professional learning communities, and 20% instructing students.
Primary Responsibilities
Planning, implementing, and supporting rigorous standards‑based instruction for all students.
Designing model classrooms for demonstration purposes.
Supporting and facilitating the planning and implementation of rigorous, standards‑based lessons in response to student data.
Supporting educators with the implementation of technology tools and resources that enhance student‑centered, standards‑based instruction.
Demonstrating an ability to access, analyze, and act on school, classroom, and individual student data in support of quality tiered standards‑based instruction.
Facilitating professional learning communities.
Collaboratively designing and executing targeted school‑based professional development that aligns with the district's Strategic Plan.
Attending and actively participating in all school‑based Instructional Leadership Team meetings.
Attending and actively participating in all applicable district‑based professional development to ensure connections are made between district initiatives and the instructional goals of the school's improvement plan.
Actively engaging the school community to understand how everyone contributes to the execution of the district's Strategic Plan to collectively raise student achievement.
Creating a school culture of reflective practice, high expectations, and continuous learning.
Developing partnerships with district and building administration, families, and community to support the improvement efforts of the school.
Consistently modeling high expectations for the quality of instruction and ensuring accessibility for all students.
Developing and nurturing a culture in which staff members are reflective about their practice and use student data, current research, best practices, and theory to continuously adapt.
Coaching and managing teams to create, monitor, and achieve district and school‑based goals.
Delivering constructive feedback to educators that acknowledges effective practice and provides next steps that will impact teaching and learning.
Qualifications
Has completed a minimum of 5 years of experience working directly with students, with most of the teaching experience in the content area to which the candidate is applying.
Has a 95% attendance rate in a historical context from the academic year 2024‑2025 and the academic year 2025‑2026.
Possesses a master's degree from an accredited college or university or will possess a master's degree within 1 year (9‑12 credits of completion in an approved program is the minimum for a 1‑year provisional appointment contingent on completion of the degree within a year).
Possesses a professional teaching license from the MA Department of Elementary and Secondary Education. The license should reflect the content and grade‑level of the position that the candidate is seeking to obtain in either English Language Arts, Mathematics, or Science.
Overall exemplary evaluation rating from a direct supervisor is preferred. A minimum of an overall proficient rating is required. These evaluations must come from the last two current years of employment.
Demonstrating growth in student achievement based on assessments over the past one to two years.
Application Process
Phase One – Initial Application: Letter of Interest describing expertise in impacting teacher practice, analysis and use of student data, leadership skills, implementation of student learning goals, and the instructional planning process in your school; a copy of your valid, professional teaching license; resume; and three professional references.
Phase Two – Site‑Based Observation: Observation of the candidate leading the learning of adults or instructing students (non‑evaluative). Selected candidates will proceed to the next phase.
Phase Three – Interview Inclusive of Performance‑Based Tasks: Data analysis task followed by an interview where the candidate presents data findings, action steps, and instructional moves.
Phase Four – Principal Interview: Final interview with the Principal and Chief School Officer to determine selection.
Equal Employment Opportunity Statement The Springfield Public Schools is committed to maintaining a work environment free from discrimination on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, pregnancy or pregnancy related conditions, ancestry, age, disability, veteran status, or marital status. Springfield Public Schools prohibits retaliation against individuals who oppose discrimination or harassment or who participate in an equal opportunity investigation. Springfield Public Schools is committed to maintaining a learning environment free from discrimination on the basis of homelessness. The Springfield Public Schools does not discriminate in employment on the basis of
race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, pregnancy or pregnancy related conditions, ancestry, age, disability, veteran status, or marital status.
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Primary Responsibilities
Planning, implementing, and supporting rigorous standards‑based instruction for all students.
Designing model classrooms for demonstration purposes.
Supporting and facilitating the planning and implementation of rigorous, standards‑based lessons in response to student data.
Supporting educators with the implementation of technology tools and resources that enhance student‑centered, standards‑based instruction.
Demonstrating an ability to access, analyze, and act on school, classroom, and individual student data in support of quality tiered standards‑based instruction.
Facilitating professional learning communities.
Collaboratively designing and executing targeted school‑based professional development that aligns with the district's Strategic Plan.
Attending and actively participating in all school‑based Instructional Leadership Team meetings.
Attending and actively participating in all applicable district‑based professional development to ensure connections are made between district initiatives and the instructional goals of the school's improvement plan.
Actively engaging the school community to understand how everyone contributes to the execution of the district's Strategic Plan to collectively raise student achievement.
Creating a school culture of reflective practice, high expectations, and continuous learning.
Developing partnerships with district and building administration, families, and community to support the improvement efforts of the school.
Consistently modeling high expectations for the quality of instruction and ensuring accessibility for all students.
Developing and nurturing a culture in which staff members are reflective about their practice and use student data, current research, best practices, and theory to continuously adapt.
Coaching and managing teams to create, monitor, and achieve district and school‑based goals.
Delivering constructive feedback to educators that acknowledges effective practice and provides next steps that will impact teaching and learning.
Qualifications
Has completed a minimum of 5 years of experience working directly with students, with most of the teaching experience in the content area to which the candidate is applying.
Has a 95% attendance rate in a historical context from the academic year 2024‑2025 and the academic year 2025‑2026.
Possesses a master's degree from an accredited college or university or will possess a master's degree within 1 year (9‑12 credits of completion in an approved program is the minimum for a 1‑year provisional appointment contingent on completion of the degree within a year).
Possesses a professional teaching license from the MA Department of Elementary and Secondary Education. The license should reflect the content and grade‑level of the position that the candidate is seeking to obtain in either English Language Arts, Mathematics, or Science.
Overall exemplary evaluation rating from a direct supervisor is preferred. A minimum of an overall proficient rating is required. These evaluations must come from the last two current years of employment.
Demonstrating growth in student achievement based on assessments over the past one to two years.
Application Process
Phase One – Initial Application: Letter of Interest describing expertise in impacting teacher practice, analysis and use of student data, leadership skills, implementation of student learning goals, and the instructional planning process in your school; a copy of your valid, professional teaching license; resume; and three professional references.
Phase Two – Site‑Based Observation: Observation of the candidate leading the learning of adults or instructing students (non‑evaluative). Selected candidates will proceed to the next phase.
Phase Three – Interview Inclusive of Performance‑Based Tasks: Data analysis task followed by an interview where the candidate presents data findings, action steps, and instructional moves.
Phase Four – Principal Interview: Final interview with the Principal and Chief School Officer to determine selection.
Equal Employment Opportunity Statement The Springfield Public Schools is committed to maintaining a work environment free from discrimination on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, pregnancy or pregnancy related conditions, ancestry, age, disability, veteran status, or marital status. Springfield Public Schools prohibits retaliation against individuals who oppose discrimination or harassment or who participate in an equal opportunity investigation. Springfield Public Schools is committed to maintaining a learning environment free from discrimination on the basis of homelessness. The Springfield Public Schools does not discriminate in employment on the basis of
race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, pregnancy or pregnancy related conditions, ancestry, age, disability, veteran status, or marital status.
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