Charlotte-Mecklenburg Schools
Technology Facilitator (25-26 SY)
Charlotte-Mecklenburg Schools, Charlotte, North Carolina, United States, 28245
Job Summary
The Technology Facilitator works under general supervision, performing intermediate-level work with moderate decision‑making discretion. The role aligns the mission, resources, and activities of the instructional technology program with district strategic goals, providing effective leadership for seamless technology use.
Salary/Status Teacher Schedule/Full-time, 10 months
Reports To Principal
Place of Work The normal place of work is on the premises used by Charlotte‑Mecklenburg Schools. The district reserves the right to require work at other locations as reasonably required from time to time.
Essential Functions
Adhere to all state, federal, and local laws, policies, and procedures
Serve as technology leader regarding curriculum, pedagogy, professional development, and appropriate digital resources
Oversee school device management including monitoring the device inventory
Evaluate and support the selection process of digital tools and resources based on professional best practices and relevant data
Ensure all students have access to digital tools and resources including personal computers and digital textbooks
Use data from multiple sources to make decisions that improve the effectiveness of the instructional technology program while supporting student achievement
Determine student and educator technology needs based on demographic and performance data, curricular needs, state and national guidelines, professional best practices, and emerging trends
Contribute to the development and implementation of the school improvement plan
Facilitate design, delivery, and assessment of instructional activities that promote learner competence and confidence with technology
Ensure that the instructional technology program is up‑to‑date, relevant, and has the tools and resources to support the variety of needs in the school community
Design differentiated instruction using a variety of research‑based strategies and various digital resources
Provide teachers with professional development and model the effective integration of information and technology skills
Model effective formative assessment practices including alternative assessment strategies
Collaboratively design assessment of student‑owned products utilizing technology skills within all content areas
Model the ethical, safe, and legal use of information and technology resources, including educating students and teachers on copyrights, intellectual property, and digital etiquette
Facilitate the use of accepted learning taxonomies, instructional design principles, and appropriate assessment methods
Promote student engagement, creativity, critical thinking, problem‑solving, and exploration of information and ideas
Complete observations and collaborate with educators to mentor and support professional growth throughout the school learning community
Complete professional development and participate in professional learning communities to explore creative methods to improve professional practice and student learning
Actively explore and integrate emerging technologies, resources, information formats, and innovative practices to support student achievement
Perform related work as assigned or required
Knowledge, Skills, and Abilities
Comprehensive knowledge of curriculum goals across grade levels and subject areas, and the use of technology to promote global digital literacy and awareness
Knowledge of a wide range of digital resources to support student‑centered learning, professional best practices, and acquisition of 21st century technology skills
Knowledge of the competencies outlined in the ISTE Standards
Knowledge and understanding of the principles, practices, and procedures of public‑school system policies and technology programs
Knowledge of federal, state, and local regulatory requirements applicable to school system technology
Knowledge of effective teaching, assessment, and best practices for inspired learning
Ability to organize, prioritize, and carry out duties efficiently and within established timeframes
Ability to maintain professional and emotional control under stress
Ability to reflect appropriate responses to situations while maintaining a professional and personal demeanor
Ability to learn and use specialized tools, equipment, or software related to business needs
Ability to communicate effectively
Ability to reason, make judgments, and maintain effective working relationships
Ability to employ positive communication skills in all settings or mediums
Ability to problem‑solve utilizing sound judgment
Ability to maintain confidentiality regarding school system business
Ability to analyze and interpret data to make data‑driven decisions
Ability to take initiative, work independently, and exercise sound judgment
Ability to troubleshoot technology‑related problems
Education and Experience
Bachelor's degree required
Minimum of three (3) years' experience with educational technology preferred
Valid NC Teaching license with area 077 Instructional Technology Specialist‑Computers required
Equivalent combination of experience and education
Special Requirements
Possess and maintain a valid Driver's License or ability to provide own transportation
Travel to school district buildings and professional meetings
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Salary/Status Teacher Schedule/Full-time, 10 months
Reports To Principal
Place of Work The normal place of work is on the premises used by Charlotte‑Mecklenburg Schools. The district reserves the right to require work at other locations as reasonably required from time to time.
Essential Functions
Adhere to all state, federal, and local laws, policies, and procedures
Serve as technology leader regarding curriculum, pedagogy, professional development, and appropriate digital resources
Oversee school device management including monitoring the device inventory
Evaluate and support the selection process of digital tools and resources based on professional best practices and relevant data
Ensure all students have access to digital tools and resources including personal computers and digital textbooks
Use data from multiple sources to make decisions that improve the effectiveness of the instructional technology program while supporting student achievement
Determine student and educator technology needs based on demographic and performance data, curricular needs, state and national guidelines, professional best practices, and emerging trends
Contribute to the development and implementation of the school improvement plan
Facilitate design, delivery, and assessment of instructional activities that promote learner competence and confidence with technology
Ensure that the instructional technology program is up‑to‑date, relevant, and has the tools and resources to support the variety of needs in the school community
Design differentiated instruction using a variety of research‑based strategies and various digital resources
Provide teachers with professional development and model the effective integration of information and technology skills
Model effective formative assessment practices including alternative assessment strategies
Collaboratively design assessment of student‑owned products utilizing technology skills within all content areas
Model the ethical, safe, and legal use of information and technology resources, including educating students and teachers on copyrights, intellectual property, and digital etiquette
Facilitate the use of accepted learning taxonomies, instructional design principles, and appropriate assessment methods
Promote student engagement, creativity, critical thinking, problem‑solving, and exploration of information and ideas
Complete observations and collaborate with educators to mentor and support professional growth throughout the school learning community
Complete professional development and participate in professional learning communities to explore creative methods to improve professional practice and student learning
Actively explore and integrate emerging technologies, resources, information formats, and innovative practices to support student achievement
Perform related work as assigned or required
Knowledge, Skills, and Abilities
Comprehensive knowledge of curriculum goals across grade levels and subject areas, and the use of technology to promote global digital literacy and awareness
Knowledge of a wide range of digital resources to support student‑centered learning, professional best practices, and acquisition of 21st century technology skills
Knowledge of the competencies outlined in the ISTE Standards
Knowledge and understanding of the principles, practices, and procedures of public‑school system policies and technology programs
Knowledge of federal, state, and local regulatory requirements applicable to school system technology
Knowledge of effective teaching, assessment, and best practices for inspired learning
Ability to organize, prioritize, and carry out duties efficiently and within established timeframes
Ability to maintain professional and emotional control under stress
Ability to reflect appropriate responses to situations while maintaining a professional and personal demeanor
Ability to learn and use specialized tools, equipment, or software related to business needs
Ability to communicate effectively
Ability to reason, make judgments, and maintain effective working relationships
Ability to employ positive communication skills in all settings or mediums
Ability to problem‑solve utilizing sound judgment
Ability to maintain confidentiality regarding school system business
Ability to analyze and interpret data to make data‑driven decisions
Ability to take initiative, work independently, and exercise sound judgment
Ability to troubleshoot technology‑related problems
Education and Experience
Bachelor's degree required
Minimum of three (3) years' experience with educational technology preferred
Valid NC Teaching license with area 077 Instructional Technology Specialist‑Computers required
Equivalent combination of experience and education
Special Requirements
Possess and maintain a valid Driver's License or ability to provide own transportation
Travel to school district buildings and professional meetings
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