Project Director, Academics ELL Education

Salary depends on experience
Posted on 03/21/18
Virtual / Travel
Education.
Salary depends on experience
Posted on 03/21/18

We expect our Project Directors to:

  • Know great teaching and learning that prepares students for success in college and career when you see it. Whether you are watching how students engage during a lesson or looking at student performance data, you can identify whether students are grappling with the right content and diagnose what needs to happen to improve student learning outcomes immediately and in the long-term. You understand the implications of the shifts in instruction required by standards such as the Common Core for students, teachers, school leaders and district staff and how the different elements of the standards (the research, the shifts, the standards, math progressions, etc) work together.
  • Design and execute solutions. Using the data and information you collect as you observe instruction, you can identify the critical next steps and design an approach to help teachers and leaders get there. Your solutions are rooted in accepted research and are both scalable and customized to the unique needs of each district and school. Your solutions address both the technical challenges and improvements as well as the adaptive ones.
  • Motivate and influence education leaders. You’ll regularly partner with clients, teachers and school leaders, investing them in a vision of instructional excellence and generating excitement about and investment in innovative approaches to professional development.  
  • Ensure academic systems are coherent and support rigorous instruction. Excellent teaching and learning is not an accident—it happens when leaders set clear expectations, provide coaching and resources that reinforce the vision and align the other academic elements that support strong instruction. Whether it is working with a school or a district, you can diagnose gaps in academic systems and recommend ways in which they can be adjusted to reflect the desired expectations.   
  • Translate your academic expertise. We’re counting on your strong public presentation skills, ability to assess and adjust to the learning needs of your audience and ability to clearly communicate complex information to a variety of audiences, including teachers, school leaders and district staff.  You have  an understanding of the challenges  that all stakeholders —district leaders, school leaders, teachers, etc—experience and a vision for supporting the learning to meet these challenges.
  • Connect the dots in ambiguous circumstances. You’ll use your analytical and problem solving skills to design and facilitate trainings and meetings, craft strategic academic interventions that improve student performance, and propose solutions to academic challenges every day. Ambiguity doesn’t scare you; just the opposite, you thrive on it. Your creative instincts will help you deal with vague situations and develop new approaches with limited guidance.
  • Develop talent. One of your greatest responsibilities and privileges will be to manage and develop TNTP’s amazing people. 

Qualifications

  • Familiarity and expertise with implementing College and Career-Ready (CCR) standards, including:
    • Experience as a lead practitioner in a school system that has adopted the Common Core State Standards or similar CCR standards, and/or a deep conceptual understanding of the instructional shifts required by CCR standards
    • Experience with the role of complex text in ELA instruction, research-based approaches to foundational literacy skills and/or the Standards of Mathematical Practice, and the major work of each grade
    • Specific expertise in either early literacy (grades kindergarten through 2nd grade) or secondary (grades 6-8)
    • Deep knowledge of content and instruction, with at least four years Pre-K-12 teaching experience, preferably in high-need schools or with high-need populations, and a proven track record of raising student achievement
  • Strong familiarity and expertise with language acquisition theory and implementation of effective language acquisition programs and/or approaches (English as a Second Language, English as a New Language, Teaching English to Speakers of OtherLanguages, Dual Language, Bilingual)
  • Experience managing complex projects or organizational change efforts
  • The ability to critically assess challenges and identify effective solutions
  • Previous experience developing and facilitating adult learning/training (highly preferred)
  • The ability to work effectively with others at all levels of an organization and to consistently display a high level of professionalism in all interactions
  • Flexibility in an ambiguous, fast-paced environment of rapidly changing priorities and tight deadlines 
  • Excellent oral and written communication skills
  • Strong staff management experience or instincts
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