Atlanta Public Schools is looking for a self motivated MASTER TEACHER LEADER to provide face-to-face instructions with students in the school building with the ability to ensure student success through differentiated instruction.The candidate must be adaptable to changing school and district needs and able to create and maintain a climate that promotes respect, tolerance, and peaceful problem solving for all students and teach English courses. This position reports to the School Principal and will be assigned to be physically present in the school building location. Master Teacher Leaders improve instructional practice and student outcomes through direct coaching, feedback, and development of a group of teachers. The Master Teacher Leader also serves as a member of the school's leadership team and/or leads one or more strategic initiatives tied to school goals and improvement plans. Master Teacher Leaders are classroom teachers who receive significant release time (50% or more) from teacher of record duties to fulfill their teacher leadership responsibilities. This position will support within 3-5 grade bands with a focus on Literacy.
EDUCATION: • Bachelor’s degree required. • Master’s, Specialist, Doctorate degree preferred.
CERTIFICATION/LICENSE: • T4 –T7 Georgia Professional Certification. • Overall TKES summative score of 21 or higher, or SGP rating of Level IV or higher.
WORK EXPERIENCE: • Four (4) or more years of successful teaching experience in a K-12 classroom setting, with at least 1 year of experience teaching at Atlanta Public Schools. • Experience in “experienced” and “advanced” level teacher leader career pathway roles. • Experience participating in or are willing to participate in APS’ Teacher Leader Endorsement Program.
COMPENSATION:
Salary Grade: T4 Bachelor - T7 Doctorate
Salary Range: APS Teacher Salary Scale
Work Year: 202 Days
ESSENTIAL DUTIES: Regularly observes a caseload of teachers and provides targeted feedback aligned to the TAPS rubric and Definitions of Teaching Excellence (DTE). • Plans, leads, and/or recommends professional development for teachers based on differentiated needs. • Models instructional and/or behavioral strategies and best practices aligned to TAPS and DTE (in own classroom and via co-teaching). • Supports teachers with planning, instruction, and assessment strategies. • Coordinates activities with team members to facilitate the implementation of grade level/subject area content and performance standards, instructional objectives, and interdisciplinary planning units. • Participates in the school’s leadership team and serve as a communications liaison between teachers, principal and other groups. • Works together on strategic initiatives to address areas of need in the school that they identify together with the administration. • Participates in professional development and collegial support to build their leadership skills. • Acts as skillful participant in all aspects of the school, by actively participating in all meetings; advancng the school goals; modeling core norms and definitions of excellence; stepping up when leadership is needed; and mobilizing others to lead • Reflects on successes and areas of growth, seeks to improve performance, and responds to feedback. • If serving as teacher of record: Maintains excellence in own classroom results while performing teacher-leader duties. • Spends no more than 50% of the time performing one or more “experienced” and/or “advanced” career pathway roles, such as mentor (cooperating) teacher, department/grade level chair, teacher recruitment ambassador, curriculum writer, Instructional resources manager, etc. KNOWLEDGE, SKILLS & ABILITIES: • Models APS’ Core Norms. • Possesses a desire to lead a team or other teachers. • Demonstrated student achievement results in own classroom. • Expertise in own grade/subject content standards and how they are assessed. • Demonstrated mastery of all domains in APS’ Definition of Teaching Excellence (DTE). • Demonstrated ability to translate student mastery requirements into instructional plans and strategies at the classroom level. • Has built strong, positive relationships with adults throughout the school. • Has strong classroom management skills. • Knowledgeable about effective methods for adult learning and coaching. • Ability to motivate others. • Able to communicate effectively via oral and written communication. • Ability to clearly articulate and model their instructional practices.
Performance Responsibilities: - Reports in person to the school building to provide face-to-face instruction to students.
- Able to provide instruction simultaneously to in-person and remote learning, if necessary.
- Responsive to changing school and district instructional needs.
- Instructs students through lectures, discussions, visual aids, and other effective teaching methods for student comprehension.
- Prepares lessons and outlines to use in class that effectively cover the material.
- Administers various types of assessments to monitor student's comprehension of the material.
- Monitors students in the classroom, at lunch or throughout the school by maintaining order and discipline.
- Performs various administrative duties such as taking attendance, organizing the classroom, and recording grades.
- Coordinates parent/teacher conferences to review student's performance, behavior and other issues.
- Attends faculty meetings and training sessions.
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