STEAM Teacher - Valid NC Licensure Required

Asheville City Schools Job Description

JOB TITLE: STEAM Lead Teacher
Elementary STEAM (Science, Technology, Engineering, Arts, and Math) Lead Teacher

JOB STATUS: Full-Time/10-Month

LOCATION: Hall Fletcher Elementary School

CONTACT: [email protected]

CERTIFICATION: NC Teacher Licensure and at least one of the following: Special Endorsement in Computer Education (079), Master of Instructional Technology (077), Master of Library Science (076), or Master of Education in a related field. Accomplished and distinguished teacher evaluation ratings are required.

GENERAL STATEMENT OF JOB

This individual provides instructional leadership to the staff on science, technology, engineering, art, and math integration into the curriculum through collaboration, coaching, and hands-on modeling. This individual assists in the development and implementation of the district and school-level plans to ensure that resources and training are aligned with the goals of the school. Reports to the Principal and Technology Director.

Focus Area 1: Promote and Model STEAM Education

1. Provide engaging STEAM learning experiences directly to K-5 students
2. Collaborate with teachers to develop STEAM curriculum plans aligned with the NC SCOS
3. Curate an inventory of materials and resources to support STEAM learning
4. Promote the integration of STEAM instruction throughout the school by modeling and providing support to classroom teachers
5. Collaborate with staff within the building and district to create and implement programs and events that support and promote STEAM learning
6. Collect, analyze, and use student data to make instructional decisions and evaluate program effectiveness
7. Attend professional development and training related to STEAM and core content instruction, and stay abreast of current educational trends and best practices related to STEAM instruction and integration

Focus area 2: Digital Learning Leadership

1. Develop and implement a shared vision for the comprehensive integration of technology into the curriculum to promote excellence with equity
2. Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels
3. Advocate for policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school and district technology plans and guidelines
4. Implement strategies for initiating and sustaining technology innovations and managing the change process in schools and classrooms

Focus area 3: Teaching and Learning

1. Coach and model the design and implementation of technology-enhanced learning experiences, addressing content standards and student technology standards
2. Coach and model the design and implementation of STEAM learning experiences using personalization strategies, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals
3. Coach and model the model incorporation of research-based best practices in instructional design when planning STEAM learning experiences
4. Coach and model the effective use of technology tools and resources to systematically collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize student learning

Focus area 4: Learning Environments

1. Create and support effective digital and STEAM learning environments to maximize the learning of all students
2. Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources
3. Curate a variety of digital tools and resources for teacher and student use
4. Select, evaluate, and facilitate the use of adaptive and assistive technologies
5. Troubleshoot basic software, hardware, and connectivity problems

Focus area 5:  Professional Development 

1. Develop and deliver  professional learning opportunities supporting STEAM instruction
2. Develop and deliver professional development in digital learning
3. Evaluate the impact of professional development activities on instructional practice and student learning

Focus area 6: Digital Citizenship

1. Model and promote digital citizenship and internet safety.
2. Model and promote strategies for achieving equitable access to digital tools and resources
3. Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies
4. Model and promote diversity, cultural understanding, and global awareness by using digital age communication and collaboration tools to interact locally and globally with students, peers, parents, and the larger community

KNOWLEDGE, SKILLS, AND ABILITIES 

STEAM Lead Teachers demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership, and are continuously deepening their knowledge and expertise.

Engages in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the ISTE and NC ITES standards.

Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice.

Regularly evaluates and reflects on their professional practice and disposition to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes up to 10 pounds.  Physical demand requirements are for Light Work.

Data Conception:  Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar or divergent from obvious standards) of data, people, or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information.  Includes giving instructions, assignments, or directions to subordinates or assistants.

Language Ability: Requires the ability to read and write complex text and data.

Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions.  Must be able to communicate effectively and efficiently in Standard English.

Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply, and to understand and interpret complex statistical analysis.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately when using computers and other technology.

Manual Dexterity: Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors or shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.