Instructional Facilitator Teacher

THIS IS AN INFORMATIONAL POSTING ONLY. ALL INTERESTED APPLICANTS MUST APPLY ON THE MILWAUKEE PUBLIC SCHOOLS RECRUITING WEBSITE TO BE CONSIDERED. https://www.milwaukeepublicschools.org/about/employment

Milwaukee Public Schools (MPS) is seeking dynamic educational champions ready to help position our district as a national exemplar of educational transformation. We are committed to a bold vision that delivers ambitious outcomes for more than 62,000 students and their families across the city of Milwaukee.

Milwaukee Public Schools will implement a district-wide core set of evidence-based strategies to address root causes common across identified schools. Each school will submit a school-based School Improvement Plan (SIP) demonstrating how core strategies and any supplemental strategies directly respond to the school's identification reason and/or underperforming student group, including student group-specific progress monitoring and decision rules for intensifying supports. The instructional facilitator will play a critical role in enabling schools to implement identified evidence-based strategies and ensure student groups identified in the school-based improvement plan are making accelerated growth.

The instructional facilitator is a school-based role responsible for accelerating district-defined academic priorities through:

• job-embedded professional development and coaching to support the implementation of the selected evidenced based improvement strategy by strengthening MTSS (high-quality Tier 1 instruction, and strategic support of Tier II and Tier III).
• consistent implementation and monitoring of school-based evidence-based strategies, in alignment with district priorities, and with a particular emphasis on aligned adult practice and student outcome data sources driving accelerated outcomes for specific student groups that are below grade level.

The instructional facilitator supports the school principal and teachers in realizing district-wide expectations into daily classroom practice, with a particular emphasis on literacy, mathematics, student cognitive engagement, and equitable access to high-quality instruction. Additionally, the instructional facilitator must be equipped with key knowledge and skills to support accelerated outcomes for identified student groups in each school's improvement plan. The instructional facilitator will be a critical role to ensure staff have the ability to implement consistent school-based actions aligned to the broader district-wide academic infrastructure.

The most successful candidates believe that more is possible for Milwaukee and are driven by a deep belief that every child can and will learn and succeed.

• Candidates for the instructional facilitator position will be vetted by the Office of Academics.
• Candidates that meet grade-level specific licensure requirements and demonstrate the knowledge, skills and competencies for this role will be recommended for interview by principals and/or designees. Principals will make recommendations to Human Resources for hire following normal hiring protocols at schools.

Instructional facilitators will be expected to attend professional development sessions led by the district. Instructional facilitators should expect to attend beginning of year professional development, monthly (two full days per month) professional development, and end of year professional development.

Instructional facilitators act as transformational instructional leaders, partnering with teachers and school leaders to strengthen MTSS (high-quality Tier 1 instruction, and strategic support of Tier II and Tier III), build adult capacity, and ensure equitable, high-quality learning experiences for all students.

Qualifications

Selected candidates must agree to follow an MPS pacing guide, commit to engage in LETRS Training Volume I during the first calendar year; and Volume II during the second year.

• LETRS training equals an investment of 50 hours per year, and it includes engagement with the LETRS online platform, individually reading the LETRS manuals, and working with students on Bridge to Practice.

WI DPI Licensure Highly Preferred Requirements:

To Serve K3 to Grade 8 Settings: WI DPI General Education, plus one of the following:

• Special Education
• ESL
• Bilingual (with Spanish language proficiency)
• Reading 316 (or 17)

To Serve Grades 9-12 Settings: WI DPI English EA-A (Early Adolescence - Adolescence) or

Mathematics license with the Early Adolescence-Adolescence (EA-A), plus one of the following:

• Special Education
• ESL
• Bilingual (with Spanish language proficiency)
• Reading 316 (or 17)

To Serve K3 to Grade 12 or Grades 6-12 Settings: WI DPI Reading 316 (or 17) plus one of the following:

• Mathematics license with the Early Adolescence-Adolescence (EA-A)
• Special Education
• ESL
• Bilingual (with Spanish language proficiency)

Additional experience, education, and skills

• Master's degree preferred
• Five (5) years teaching experience required
• Demonstrated success as an instructional leader, coach, or teacher leader
• Strong expertise in curriculum, instruction, assessment, and adult learning
• Experience coaching educators using non-evaluative, growth-oriented practices
• Proven ability to implement UDL principles and improve Tier I instruction
• Experience using student data to drive instructional decisions
• Strong communication (oral and written), facilitation, and organizational skills

Responsibilities

Implements District-Wide Instructional Priorities within Assigned School

Supports systems at the school level to enable strong implementation of evidence-based improvement strategies, in alignment with the district-wide academic infrastructure across MPS schools, including supporting teachers and leaders to:

internalize common district-wide Look-Fors.

implement district-wide guidance on HQIM.

collect, analyze, and respond to data using the district-wide assessment calendar.

implement academic family engagement activities in partnership with leaders, teachers, and parent coordinators.

align school-based professional development to district-wide professional development plans.

Implements district-wide instructional priorities as outlined in the K-12 Academic District-Wide Strategy plan, particularly strengthening MTSS (high-quality Tier 1 instruction, and strategic support of Tier II and Tier III) and ensuring data-identified special student populations are growing at an accelerated rate.

Instructional Program Enhancement

• Demonstrates an understanding of and supports the implementation, data collection, and reflection of strategic district instructional initiatives, including the selected evidence-based improvement strategy.

Increases the overall effectiveness of on-site instructional programs by using evidence-based practices aligned with the School Improvement Plan (SIP).Enables the school to attend to the specific needs of student groups identified under ESSA, especially:

• historically underserved student populations, with special emphasis on economically disadvantaged students,

• students with disabilities through Specifically Designed Instruction to meet students' diverse learning needs, and

• English Language Learners through systematic academic language instruction driven by the WIDA 2020 Language Framework.

• Supports implementation of district curriculum, instructional frameworks, and standards with integrity.

• Models and coaches teachers in the use of Universal Design for Learning (UDL) principles to improve access and engagement for all learners.

• Supports implementation of district common instructional look-fors and evidence-based instructional priorities across classrooms.

• Monitors fidelity of the selected evidence-based improvement strategy through district instructional practices and provides implementation feedback aligned to district frameworks.

• Analyzes, and acts upon, data related to progress toward implementation and student outcome goals as defined in the school improvement plan.

Teacher Coaching and Mentoring

• Conducts non-evaluative classroom observations and walkthroughs; provides timely and actionable feedback related to implementation of the selected evidence-based improvement strategy.
• Develops individualized, or grade-level specific, coaching plans that support professional growth and instructional refinement.
• Serves as a trusted instructional partner, guiding educators toward implementation of science of reading (Act 20).
• Leads coaching cycles tied to school improvement goals, district academic priorities, and identified student-group needs.
• Supports teachers in planning and delivering instruction that ensures student cognitive lift, productive struggle, and use of grade-level tasks.
• Supports principals in conducting non-evaluative learning walks, identifying instructional trends, and planning responsive adult learning.

Team Facilitator

• Facilitates key instructional school-based team structures (grade-level meetings, BIT team, Learning Team, etc.) to support instructional priorities and capacity building at the school site.
• Prepares and executes team-based structures with intentionality and rigor as outlined by district expectations.

Professional Development (PD)

• Designs, internalizes, and delivers high-impact professional learning experiences aligned to the selected evidence-based improvement strategy, school and district priorities.
• Leads or supports professional learning in the assigned school tied directly to district instructional priorities, including HQIM implementation, literacy practices, mathematics rigor, and use of student work and observational evidence.
• Applies adult learning theory to ensure professional development is relevant, engaging, and sustainable.

Data-Informed Instruction

• Collaborates with teachers and school leaders to analyze student data, adult practice data and instructional trends, with a strong emphasis on student groups that need to be on an accelerated growth trajectory as outlined in the school's improvement plan. Supports educators in using data to adjust instruction, set goals, and measure progress.
• Promotes a culture of continuous improvement through reflective practice and evidence-based decision-making.

Other duties as assigned, including but not limited to supporting the implementation of the assigned school EBIS.