Science Master Teacher- Elementary

About the role

The Elementary Science/Social Studies Master Teacher is a full-time exempt role for 10.5 months during the academic year. This role helps students learn subject matter and/or skills that will contribute to their development as mature, able, responsible people who become lifelong learners.

Position Description & Expectations

The primary role of the master teacher is to analyze student data and create and institute an academic achievement plan for the school. Master teachers lead cluster groups and provide exemplary lessons, coaching and team teaching to career teachers. They also spend, on average, 2 hours per day teaching students. Master teachers are partners with the principal in evaluating other teachers.

Professional Learning, Development, and Growth for Teachers

• Attend yearly professional development in the form of:
• - New Teacher Induction
• - Opening Professional Development for Teachers
• - Job embedded Professional Development
• - Faculty and Grade-Level Meetings
• - Other meetings as designated by school leaders
• - Participate in all TAP trainings and become a Certified TAP Evaluator

Leadership Team Participation

• Analyze student data to identify student learning goals
• Develop a school academic achievement plan
• Create school assessment plan
• Maintain inter-rater reliability
• Monitor goal setting, activities, classroom follow-up and goal attainment for cluster groups and Individual Growth Plans (IGPs)
• Auditing teacher evaluation results

Cluster Group Planning and Implementation

• Develop the long-range cluster plan
• Weekly cluster group meeting records and activities with other members of the Leadership Team
• Oversee and lead, co-lead or attend selected cluster meetings following the 5 STEPS for Effective Learning
• Provide appropriate follow-up in the classroom
• Assess all cluster groups progress toward goals

Manage Teacher Individual Growth Plans

• Oversee groups of teachers in developing goals
• Provide instructional interventions with proven results
• Facilitate teacher proficiency with these new strategies through classroom-based follow-up
• Ensure that the progression of teacher skill development as aligned with changing student learning needs

Evaluations/Conferencing

• Conduct classroom evaluations and post conferences for both formal and informal observations

Classroom Follow-up

• Work with all teachers to develop lessons for the classrooms
• Guide the work of the teachers and provide them with expert advice along the way
• Provide classroom support following every cluster meeting along with documentation (observation/feedback, model teaching "demonstration lessons" and team-teaching based on individual teacher mentoring situations)

Professional Growth

• Enhance skills and provide teachers with only the best instructional interventions and strategies
• Work with TAP director and other master teachers

Evaluation

• Formally evaluated three (3) times a year (1 announced / 2 unannounced) by a member of the Instructional Leadership Team:
• - Director of Performance and Accountability
• - Director of TAP
• - Principal and/or
• - Master Teacher

Other Job Duties and Responsibilities

• Teach a portion of the day, which is flexible and can be clustered, and is at the discretion of the principal and/or Director of Performance and Accountability
• Understand the unique AC environment and be able to uphold the mission of the school
• Meet those standards of performance for his/her individual teaching assignment developed by the principal of the school, the LDE, and other state & federal requirements, including following the Louisiana Academic Standards
• Guide the learning process of students in the classroom toward the achievement of curriculum goals set by the principal while upholding all state and federal guidelines
• Assist the administration in implementing all school and AC policies
• Achieve those goals included in the Student Learning Targets (SLTs) developed jointly with the Principal or Assistant Principal as part of the accountability process mandated by the State Legislature and BESE policy
• Consult with administrator(s), colleagues, students and/or parents on a regular basis
• Serve on and participate in professional staff committees/meetings required
• Perform other related duties as required
• Strive to maintain and improve personal and professional competence
• Serve the diverse, multicultural learning population by teaching to all learning styles and being cognizant of varying cultural needs

Stipend

In return for the stipend that is paid, Elementary Science/Social Studies Master Teachers are required to work a minimum of ten (10) additional days (5 days before teachers report and 5 days after the school year ends) and accomplish activities identified by the principals/directors. In consideration of said services rendered, it is agreed that the stipend for the year shall be $8,000 ($333.33 per pay period). This is contingent upon continued funding for the school year. All teachers are subject to re-qualification each year the Teacher Advancement Program is funded.

Termination

The agreement may be terminated by both parties by providing Human Resources with a ten (10) day written notice. Upon termination of the contract, the master teacher may be eligible for a career teaching position contingent upon the availability of a position in the certification area. An existing career teacher cannot be moved to accommodate a former master teacher.

Qualifications

• Bachelor Degree in Education or related area of study, required
• Master's Degree in Education or related area of study, highly preferred
• Two years of teaching experience preferred
• Valid Louisiana Teaching Certificate with Louisiana Certification, preferred
• Proven record of high student achievement as listed on previous evaluations and Compass scores, highly preferred
• Desire and ability to succeed in a student-friendly, detail-oriented, community environment
• Demonstrate attributes of a growth mindset
• Believe in the Algiers Charter mission and educational model
• Open to professional learning, formal/informal observations, and feedback