Curriculum Coordinator - Science K-12

General Definition of Work

The Curriculum Coordinator implements innovative, evidence-based strategic actions to support the attainment of the Division's Vision, Mission, and Goals. The Curriculum Coordinator has direct responsibility for building curriculum, assessment, and instructional methods that support the division’s strategic plan. The Curriculum Coordinator will collaborate with the Department of Professional Learning to support the instructional coaching model which supports teachers’ professional learning.

Essential Functions

• Provides leadership to develop, implement, and assess the Albemarle County curricula aligned with the division’s mission, vision, and goals;
• Develops formative and summative assessments by collaborating with teachers, students, and school leaders;
• Collaborates with division and school staff to support curriculum integration and continuity of PreK-12 core content areas, technology applications, and research and media skills;
• Participates in state and national curriculum organizations; stays informed on the latest research and developments in an assigned subject area; disseminates relevant information; and serves as a resource to parents, staff, the School Board, and community groups;
• Works with teams of teachers and instructional support staff to ensure the alignment of division curriculum and student performance benchmarks with state Standards of Learning and Standards of Accreditation and division goals;
• Affords assistance in the implementation of instructional programs of the school division;
• Affords assistance in determining multiple student performance measures in program analysis as a basis for implementing instructional improvement and intervention services;
• Co-teaches in preK-12 classrooms across the Division on a regular basis for the purpose of modeling best instructional practices, technology applications, and exemplary lesson planning and delivery of instruction as identified in the Teacher Performance Appraisal model;
• Actively and reflectively participates throughout the school year in at least one Professional Learning Community in an identified school, building relationships with lead teachers, department chairs, instructional coaches, and principals for the purpose of eliciting feedback to improve and support the Professional Learning Community developmental process;
• Provides reflective coaching to teachers, groups, and principal leaders to assist in the implementation of the Framework for Quality Learning in all classrooms, including unit design, lesson design, performance assessment, and technology applications that support students to meet and exceed the division’s strategic mission;
• Affords assistance in determining multiple student performance measures in program analysis as a basis for implementing instructional improvement and intervention services;
• Collaborates with division and school staff to support curriculum integration and continuity of PreK-12 core content areas, technology applications, and research and media skills;
• Participates in state and national curriculum organizations;
• Stays informed on the latest research and developments in an assigned subject area;
• Disseminates relevant information;
• Serves as a resource to parents, staff, the School Board, and community groups around best practices in instruction, curriculum and assessment development;
• Directs the learning resource adoption process in an assigned area and advises on the selection of all learning resources keeping equity in mind;
• Plans and facilitates regular division-wide coach meetings;
• Provides professional development for instructional coaches to assist in improving coach’s efficacy;
• Provides professional development for school division around coaching model;
• Problem solves with and supports a coaching cluster;
• Liaisons with principals to provide coaching support in schools;
• Collaborates with the Director of Professional Learning to design professional development for instructional coaches as they support school instructional needs.

Knowledge, Skills and Abilities

• Knowledge of best practices in curriculum, assessment, and instruction;
• Ability to use best practice coaching techniques and questions when working with adults;
• Knowledge of and ability to use best practice supervision skills;
• Knowledge of ACPS's three levers: Framework of Quality Instruction, Professional Learning Community, and Teacher Performance Appraisal;
• Ability to work as a team member to plan, model, and facilitate professional development opportunities.

Education And Experience

• Candidates should hold a Master's degree from an accredited college or university in Curriculum and Instruction, Educational Leadership, or a related educational field, AND a minimum of five years of relevant instructional experience.
• Must be eligible for or hold a license issued by the Virginia Dept. of Education in the applicable area; administration endorsement preferred.