TEACHER VACANCY CIRCULAR NO 10 TEACHER DEVELOPMENT FACILITATOR EXTENDED 2019 2020
- Posted Date: Oct 30, 2019 Deadline: Dec 16, 2019
New York United StatesVARIOUS LOCATION THROUGH OUT THE CITY
(SUBJECT TO BUDGET AVAILABILITY)
Teacher Development Facilitator
Various NYC Teaching Academy locations
- Must be a current, full-time NYCDOE educator (with at least three classes of record; 60% of your time spent in the classroom)
- Must receive an Advance overall rating of "Effective” or “Highly Effective” (or "Satisfactory," if applicable) for the 18-19SY
- Exemplary Teaching Practice, Skills, and Knowledge
- Demonstrating proficient knowledge of content, curriculum, and standards in teaching area
- Planning appropriate and rigorous instructional lessons for all students with a variety of needs and strengths using varied instructional methods
- Systematically assesses student work to track student progress and inform exemplary instruction
- Applies effective classroom management techniques to engage students and make efficient use of time
- Demonstration of model teaching practice
- Articulation of connections between instructional choices and student outcomes
- Setting clear, measurable goals for your professional growth related to increasing student achievement
- Demonstrating a reflective attitude regarding your practice
- Constructively adapting to changing and challenging environments, problem-solving, and persevering
- Informing and Influencing Teaching and Learning Initiatives
- Aware of school-wide goals and values and integrating them into practice
- Committing to expanding depth of professional knowledge and skill
- Desire to enhance the collaborative culture of your school by working with colleagues and school leaders
- Investment in the Teaching Academy model, as well as in the success of and high expectations for Pre-service Teachers* to master foundational teaching skills and reach ambitious goals with students.
- Excellent record of attendance and punctuality
- 4+ years of teaching experience and tenure.
- Experience making academic progress with a range of student populations and needs
- Proven ability to use data to inform instruction
- Able to communicate expectations connected to a path to college and career readiness
- Experience modeling best teaching practices to help colleagues improve their practice
- Experience with instructional coaching and debrief conversations
- Extensive knowledge of Danielson’s Framework for Teaching and Common Core Learning Standards
- Ability to foster trust with colleagues and nurture a professional learning community
- Excellent written and verbal communication skills
In addition to their duties as classroom teachers, Teacher Development Facilitators will have three (3) main responsibilities:
- Establish and maintain a laboratory classroom that can be opened and shared with a pre-service teacher to observe and apply teaching practices aligned to the Danielson Framework for Teaching. The Teacher Development Facilitator will utilize the laboratory classroom to support the professional growth of pre-service teachers using strategies including, but not limited to:
- Continuously exploring new and innovative instructional practices
- Aligning lessons to Danielson’s Framework for Teaching and modeling the use of Next Generation Learning Standards.
- Creating a welcoming and open environment for pre-service teacher reflection and growth
- Consistently model culturally responsive mindset and practices
- Support pre-service teachers’ growth by creating transparency around their own professional and pedagogical practices, including the processes for reflecting on and adjusting their own practices to improve student learning. Supportive activities may include:
- Assessing pre-service teacher performance by collecting observational, low-inference notes to develop goals and actionable next steps that foster pre-service teacher growth
- Reflecting on and debriefing own lessons with colleagues, both sharing knowledge and modeling a collaborative environment
- Demonstrating and articulating effective teaching practices, including instructional strategies, assessments, tools, and decisions
- Facilitating individual practice sessions, outside of regularly scheduled teaching periods, to support teaching candidates’ acquisition and improvement of key instructional skills
- Fostering trusting and collaborative relationships with pre-service teacher(s) in order to encourage reflection, growth and risk-taking
- Support implementation of clinically-rich Teacher Preparation Programs
- Communicating pre-service teacher progress and performance issues/concerns/effectiveness to Teaching Academy Lead Coach and NYC DOE
- Draft support plans and apply coaching supports and interventions to address high-leverage growth areas
- Gradually release lead-teaching responsibilities to Pre-service Teachers as outlined in the Teaching Academy Scope and Sequence
Teacher Development Facilitators receive additional compensation of $3,000 over and above applicable contracted annual salary for each semester they are assigned a Pre-Service Teacher, contingent upon the selected candidate remaining in the position at the school through the 2019-2020SY.
As per NYC DOE/UFT agreement, in addition to normal school hours, Teacher Development Facilitators will:
- Conduct Teacher Development Facilitator responsibilities (listed above) for a minimum of four (4) hours per month outside the contractual workday, according to a schedule created by the Teacher Development Facilitator and approved by the principal;
- TDFs* will work an additional one (1) day (or cumulative equivalent hours) during the semester prior to their service in the role, to be scheduled during the week preceding Labor Day for fall service, or week or weekend in January prior to the beginning of spring term for spring service, according to a schedule and plan set and approved by a Chancellor/designee in consultation with the UFT.
*TDFs new to the role will be required to attend a second day of training to be compensated separately at the Staff Development Rate.
Teacher Development Facilitator duties will be considered the teacher’s contractual professional activity.
- Eligible applicants must complete this application in its entirety by November 29th, 2019.
- A DOE-UFT committee screens applications and, based on application review, applicants may be invited to a phone or virtual interview and receive a classroom visit. Interviews and classroom visits will take place between October 1st and November 29th, 2019. Classroom visits are conducted by DOE central staff and phone interviews are facilitated by a DOE-UFT committee to establish a pool of qualified teacher leaders.
- DOE will staff qualified Teacher Development Facilitators into their roles at designated Teaching Academies based on subject, grade level, and enrollment of pre-service teachers in Teacher Recruitment and Quality’s teacher preparation programs. Staffing into the role is also contingent upon successful completion of training.
- Individuals in the pool selected are not obligated to accept an offer for a Teacher Development Facilitator position.
- Notwithstanding the provisions of paragraph E, the position of TDF will be for a minimum of one term. Teachers selected for the position are expected to remain in that position for the term. However, during the term should the teacher and principal mutually agree that a teacher will not continue in the position, the teacher will remain in the school as a teacher without additional compensation or responsibilities associated with the role.
- After the second year of qualification, Teacher Development Facilitators who have been selected and served in the role for at least one term will be invited to complete a requalification process to continue the Teacher Development Facilitator qualification for an additional two years.
If you have any questions concerning the application process, please email us at email@example.com.
An Equal Opportunity Employer M/F/D
It is the policy of the Department of Education of the City of New York to provide equal employment opportunities without regard to actual or perceived race, color, religion, creed, ethnicity, national origin, alienage, citizenship status, age, marital status, partnership status, disability, sexual orientation, gender (sex), military status, unemployment status, caregiver status, consumer credit history, prior record of arrest or conviction (except as permitted by law), predisposing genetic characteristics, or status as a victim of domestic violence, sexual offenses and stalking, and to maintain an environment free of harassment on any of the above-noted grounds, including sexual harassment or retaliation. For more information, please refer to the DOE Non-Discrimination Policy.