2026-2027 Coordinator of Teaching and Learning -- Professional Development and Mentors
Job Description
| Full/Part Time | 1.0 FTE |
| Regular/Temporary | Regular |
| Schedule | 10-month Professional Support Staff |
| Salary Range | From $88,704.00 to $109,190.00 annually |
Position Purpose: The Student Support Services Coordinator supports the Director of Student Support Services in overseeing district-wide special education programs and ensuring compliance with IDEA. This role involves leading complex meetings (e.g., IEPs, MDRs, Due Process), supporting student placement decisions, coordinating residential services, and collaborating with external agencies. The coordinator also works with Standards-Based Instruction Coordinators to align programming with evidence-based practices, promoting inclusive, high-quality instruction for students with disabilities.
The Teaching and Learning Coordinator plays a vital leadership role in advancing high-quality, equitable instruction aligned to Fargo Public Schools' Strategic Initiative 1, which focuses on ensuring all students master essential learning outcomes. This position supports curriculum alignment, instructional practices, and assessment design across content areas, working closely with teachers, facilitators, and special program staff to ensure every student has access to grade-level standards. Through collaboration, coaching, and data-informed decision-making, the coordinator helps build teacher capacity, ensure consistency in instructional delivery, and drive continuous improvement across the district.
The Career and Technical Education Coordinator advances the district's commitment to high-quality career and technical education for all students. This role assists the CTE Director in daily operations, program development, and budget management. This position's primary roles are curriculum coordination and alignment, instructional practices and teacher support, assessment design and integration of Career Ready Practice, and community engagement. The Coordinator will work closely with teachers, facilitators, coaches, coordinators, and administration. The Coordinator will serve as a conduit for career pathways programming between Fargo Public Schools and the C3TEC consortium.
Responsibilities
| 1. Program Development and Management | |
| Priority: Essential | Percent of Time: 60% | |
Examples of this work include:
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| 2. Professional Development and Classroom Support | |
| Priority: Essential | Percent of Time: 20% | |
Examples of this work include:
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| 3. Community Engagement | |
| Priority: Essential | Percent of Time: 10% | |
Examples of this work include:
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| 4. Supervisory Responsibility |
| Priority: Essential | Percent of Time: 10% |
Examples of this work include:
Supervise and evaluate staff performance, resolve workplace issues, and foster collaboration with administrators.
Facilitates the hiring of staff who support their department.
Supports building administrators in interviewing for open positions.
Facilitate teamwork across departments and committees within the district.
Plan and deliver training aligned with the needs of the program (e.g., literacy, safety, social-emotional learning, special education).
- Promote evidence-based practices to support staff and administrators.
| 5. Clarity of Role |
| Priority: Essential | Percent of Time: 10% |
To include all the duties above and area-specific duties as stated below:
Teaching and Learning
Lead the implementation and continuous refinement of district-wide K-12 curricula, ensuring alignment to ND state standards, FPS Essential Learning Outcomes (ELOs), and evidence-based instructional practices.
Coordinate curriculum review and adoption processes across content areas, managing timelines, piloting procedures, instructional resource selection, and vendor communications in alignment with FPS policy and Strategic Initiative 1.
Design and facilitate professional learning for teachers and leaders, including mentor/mentee training sessions, and support for instructional leadership development.
Support PLCs, lead course captains, and direct curriculum writers through coaching and collaborative planning, promoting vertical alignment, integration of proficiency scales, and best practices in instructional delivery.
Oversee the district's new teacher mentoring and induction programs, including mentor selection, training, onboarding events, and personalized support for novice and alternatively licensed teachers.
Use district-wide academic data to guide program development, instructional decisions, and resource allocations in literacy, math, and mentoring.
Manage licensure tracking and compliance processes, collaborating with Human Resources to ensure certification alignment, communicate state updates, and support pathways for teacher advancement and retention.
Partner with Special Education, Multilingual, and Intervention teams to ensure inclusive and accessible instruction, tiered supports, and aligned scaffolding in core academic areas.
- Identifying trends in student performance to inform resource allocation and system adjustments across MTSS tiers.
Serve as a liaison to state and regional networks, representing FPS in collaborative groups related to literacy, math leadership, instructional materials, and educator mentoring programs.
Lead innovation and support sustainability in instructional programs, including enrichment opportunities, grant alignment, and capacity-building for instructional excellence across K-12.
Knowledge, Skills, and Abilities
Minimum Qualifications
Bachelor's degree in Education
Minimum of two years of successful teaching experience
Hold or have the ability to obtain applicable ND teaching licensure
Demonstrated experience collaborating with peers in the area(s) of curriculum development, educational philosophy, special education, or data analysis
Preferred Qualifications
Five or more years teaching experience in elementary or secondary education
Master's degree in education with a special education focus or curricular focus
- Experience in the areas of curriculum and instruction, special education, and dual language
Reports To: Director of Teaching and Learning
Internal and External Clientele and Purpose of Contact
Personal contact with students, staff, parents/guardians, faculty, and administrators is an essential part of the position and requires the ability to share information and must be sensitive to people and their needs. The position may handle confidential and private data.
Problem Solving
Work involves differing situations and the ability to rapidly access and prioritize competing demands. It is important to identify the problem and resolve it promptly and tactfully
Freedom to Act
Decision(s) Position Makes and Decision(s) Referred to Higher Authority
The incumbent performs tasks under the direction of the Director of Teaching and Learning and responds to day-to-day needs, answer questions, and responds to emergent issues.
The incumbent takes the initiative to ensure completion of all tasks and will adjust priorities to accommodate competing workload demands.
All employees must comply with department and institution procedures and policies, Fargo Public School policies and procedures, as well as local, state and federal laws, regulations, guidelines and business and industry standards.
Physical Requirements
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
| Stand | Occasionally | Use hands dexterously (use fingers to handle, feel, type) | Frequently |
| Walk | Occasionally | Reach with hands and arms | Occasionally |
| Sit | Frequently | Climb or balance | Rarely |
| Talk or hear | Frequently | Stoop/kneel/crouch or crawl | Occasionally |
| Taste or smell | Rarely | Lift and carry up to 50 pounds | Rarely |
Work Environment
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually quiet. Work is performed indoors.
Application Procedures
All applications for open Fargo Public Schools positions must be made via www.applitrack.com/fargo/onlineapp. Paper submissions will not be accepted. Application materials must clearly explain how experience and education are related to the minimum qualifications and job duties. Applicants for administrative, teaching, professional and other certified staff positions will need to attach: 1) Cover Letter 2) Resume/CV 3) Three (3) Letters of Reference 4) Complete transcripts for each degree from the institutions conferring the degrees. In addition, Administrator Applicants will need to attach: Current Administrative license.
Job postings will be closed for applications at 5:00 PM Central Standard Time (CST) on the closing date listed in the posting.
For more information or questions please call 701-446-1000 or email [email protected]
Fargo Public Schools does not offer or provide sponsorships. Applicants must be legally authorized to work in the United States.
Applicants who are residents of ND and eligible to claim veteran's preference must upload a Form DD214.Claims for disabled veteran's preference must include a current statement of disabled status from the Veterans Affairs Office.
The Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual's race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other status protected by law.