Job Description:

JobID 5934

Location:
  District Office

JOB GOAL: 

The Director of Professional Learning provides districtwide leadership for the design, implementation, and evaluation of high-quality professional learning across all content areas, with a focus on mathematics. This role ensures professional learning is coherent, standards-aligned, and responsive to district instructional priorities. The Director leads and supports professional learning that strengthens educator content knowledge, instructional practices, and assessment literacy, with particular emphasis on effective mathematics instruction, intervention, and student achievement. Working collaboratively with Teaching and Learning leaders, site administrators, and instructional staff, the Director builds systemwide capacity to improve teaching and learning for all students.

QUALIFICATIONS:

• Valid Arizona Teaching Certificate Required
• Valid Arizona K-12 Administrative Certificate Required
• School Level Administrative Experience Preferred
• Deep knowledge of research-based mathematics instruction, intervention, and assessment practices
• Demonstrated experience designing and facilitating high-quality professional learning and job-embedded coaching for educators.
• Proven ability to collaborate effectively with site and district leaders to ensure instructional coherence and consistency across PK-12 systems.
• Strong project management skills, with the ability to manage multiple projects simultaneously and to prioritize tasks effectively.
• Demonstrated ability to provide training and support to users of educational technology platforms, with a strong focus on customer service.
• Deep knowledge of Arizona Academic Standards
• Ability and technical skills to retrieve and analyze student data
• Excellent interpersonal and communication skills
• Must pass a background clearance.
• Must obtain an Arizona IVP Level One Fingerprint Clearance Card

TERM OF EMPLOYMENT: 261 Days; 12 Months

REPORTS TO: Assistant Superintendent Teaching and Learning

EVALUATION: Per District Policy

HOURS: 40 hours per week and may require longer hours - Monday-Friday

CLASSIFICATION: Exempt

PERFORMANCE RESPONSIBILITIES:

Responsibilities shall include, but not be limited to, the following:

1. Lead the design, delivery, and evaluation of professional learning across all content areas (with an emphasis on mathematics), ensuring alignment to district curriculum, instructional frameworks, and strategic goals.; Develop and implement a comprehensive PK-12 professional learning plan that promotes coherence, consistency, and continuous improvement across schools.
2. Expand and oversee a robust coaching model that increases capacity from a small district team to 6 site- and district-based mathematics coaches, ensuring daily, job-embedded instructional support for teachers.; Establish clear coaching roles, expectations, and accountability measures to ensure consistency, effectiveness, and alignment to district math goals.
3. Support the development of math coaches, interventionists, and instructional leaders through ongoing training, calibration, and performance monitoring.
4. Provide leadership for mathematics professional learning as a district priority, strengthening educator content knowledge, instructional practices, and assessment literacy across grade levels.; Ensure mathematics professional learning reflects research-based practices that promote conceptual understanding, problem-solving, mathematical discourse, and access to rigorous instruction.; Instructional Coherence and Consistency; Ensure professional learning and coaching practices reinforce district-adopted curriculum, instructional frameworks, and assessment systems.
5. Collaborate with Elementary and Secondary Teaching and Learning Coordinators to maintain coherence across PK-12 systems.; Provide job-embedded modeling, co-planning, and coaching to teachers, instructional coaches, and interventionists across content areas, with targeted support in mathematics instruction and intervention.
6. Build the capacity of site and district leaders to support high-quality mathematics teaching and learning.; Collaborate with Elementary and Secondary Teaching and Learning Coordinators to ensure professional learning is coherent and consistent across schools and grade spans.
7. Partner with curriculum, assessment, and instructional teams to align professional learning with adopted materials, assessments, and instructional expectations in all content areas, with emphasis on mathematics.; Use student achievement data, instructional data, and educator feedback to design, adjust, and evaluate professional learning across content areas.
8. Support educators in using formative and summative assessment data to inform instruction and intervention, particularly in mathematics.; Stays informed on emerging technologies, best practices, and educational trends. Evaluates new tools and pilots innovative solutions to assess their effectiveness
9. Develops, coordinates, and delivers K-12 G-Suite training and implementation to empower educators with effective 21st-century learning tools; Provides professional development in the area of technology skills integration and innovative teaching and learning strategies
10. Continuously evaluates and implements new technology applications, best practices, and support systems to improve teaching and learning; Supports the district's academic priorities by collaborating with educators and leaders to implement research-based strategies, monitor progress, and ensure continuous improvement that leads to measurable gains in student achievement.; Performs other job-related duties as assigned to advance district priorities.

COMPENSATION: Per QCUSD salary schedule for applicable position

BENEFITS: As per QCUSD District policy

TERM OF EMPLOYMENT: 261 Days; 12 Months

COMPENSATION: Per QCUSD salary schedule for applicable position

BENEFITS: As per QCUSD District policy

REPORTS TO: Assistant Superintendent Teaching and Learning

EVALUATION: Per District Policy

HOURS: 40 hours per week and may require longer hours - Monday-Friday

CLASSIFICATION: Exempt

PERFORMANCE RESPONSIBILITIES:

Responsibilities shall include, but not be limited to, the following:

1. Lead the design, delivery, and evaluation of professional learning across all content areas (with an emphasis on mathematics), ensuring alignment to district curriculum, instructional frameworks, and strategic goals.
2. Develop and implement a comprehensive PK-12 professional learning plan that promotes coherence, consistency, and continuous improvement across schools.
3. Expand and oversee a robust coaching model that increases capacity from a small district team to 6 site- and district-based mathematics coaches, ensuring daily, job-embedded instructional support for teachers.
4. Establish clear coaching roles, expectations, and accountability measures to ensure consistency, effectiveness, and alignment to district math goals.
5. Support the development of math coaches, interventionists, and instructional leaders through ongoing training, calibration, and performance monitoring.
6. Provide leadership for mathematics professional learning as a district priority, strengthening educator content knowledge, instructional practices, and assessment literacy across grade levels.
7. Ensure mathematics professional learning reflects research-based practices that promote conceptual understanding, problem-solving, mathematical discourse, and access to rigorous instruction.
8. Instructional Coherence and Consistency
9. Ensure professional learning and coaching practices reinforce district-adopted curriculum, instructional frameworks, and assessment systems.
10. Collaborate with Elementary and Secondary Teaching and Learning Coordinators to maintain coherence across PK-12 systems.
11. Provide job-embedded modeling, co-planning, and coaching to teachers, instructional coaches, and interventionists across content areas, with targeted support in mathematics instruction and intervention.
12. Build the capacity of site and district leaders to support high-quality mathematics teaching and learning.
13. Collaborate with Elementary and Secondary Teaching and Learning Coordinators to ensure professional learning is coherent and consistent across schools and grade spans.
14. Partner with curriculum, assessment, and instructional teams to align professional learning with adopted materials, assessments, and instructional expectations in all content areas, with emphasis on mathematics.
15. Use student achievement data, instructional data, and educator feedback to design, adjust, and evaluate professional learning across content areas.
16. Support educators in using formative and summative assessment data to inform instruction and intervention, particularly in mathematics.
17. Stays informed on emerging technologies, best practices, and educational trends. Evaluates new tools and pilots innovative solutions to assess their effectiveness
18. Develops, coordinates, and delivers K-12 G-Suite training and implementation to empower educators with effective 21st-century learning tools
19. Provides professional development in the area of technology skills integration and innovative teaching and learning strategies
20. Continuously evaluates and implements new technology applications, best practices, and support systems to improve teaching and learning
21. Supports the district's academic priorities by collaborating with educators and leaders to implement research-based strategies, monitor progress, and ensure continuous improvement that leads to measurable gains in student achievement.
22. Performs other job-related duties as assigned to advance district priorities.

PHYSICAL DEMANDS:

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. While performing the duties of this job, the employee is regularly required to stand, sit and talk or hear. The employee is frequently required to use hands and arms, stand, bend or stoop. The employee is frequently required to move about the campus. The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision and the ability to adjust focus.

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. While performing the duties of this job, the employee may be exposed to wet and/or humid conditions, outside weather conditions and extreme heat or cold. The noise level in the work environment is usually moderate.

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.

Notice of Nondiscrimination

Queen Creek Unified School District does not discriminate on the basis of race, color, religion, national origin, sex, disability, age or sexual orientation in admission and access to its programs, services, activities, or in any aspect of their operations and provides equal access to the Boy Scouts and other designated youth groups. Queen Creek Unified School District also does not discriminate in its hiring or employment practices. The following employees have been designated to handle inquiries regarding the nondiscrimination policies: Title IX Coordinator, Director of Athletics & Student Services, 20217 E. Chandler Heights Rd., Queen Creek, AZ 85142, Phone 480-987-7488 and Compliance Officer for Section 504/ADA, Director of Special Education, 20217 E. Chandler Heights Rd., Queen Creek, AZ 85142, Phone 480-987-5990.

El Distrito Escolar Unificado de Queen Creek no discrimina por motivos de raza, color, religión, nacionalidad, sexo, discapacidad, edad u orientación sexual en la admisión y el acceso a sus programas, servicios, actividades ni en ningún aspecto de sus operaciones, y ofrece igualdad de acceso a los Boy Scouts y otros grupos juveniles designados. El Distrito Escolar Unificado de Queen Creek tampoco discrimina en sus prácticas de contratación. Los siguientes empleados han sido designados para atender consultas sobre las políticas antidiscriminatorias: Coordinador del Título IX, Director de Atletismo y Servicios Estudiantiles, 20217 E. Chandler Heights Rd., Queen Creek, AZ 85142, Teléfono 480-987-7488; y Oficial de Cumplimiento de la Sección 504/ADA, Director de Educación Especial, 20217 E. Chandler Heights Rd., Queen Creek, AZ 85142, Teléfono 480-987-5990.