Coordinator of Teaching, Learning, and Curriculum

HAZELWOOD SCHOOL DISTRICT______JOB DESCRIPTION____-Unit III

POSITION TITLE: Coordinator of Teaching, Learning, and Curriculum

Position

This job reports to the Director of Instructional Services and is a 12-month administrative position.

Purpose Statement

The purpose of the position of coordinator of teaching, learning, and curriculum is to support the District’s teaching and administrative staff with implementing effective instructional practices and providing instructional leadership to improve academics for Hazelwood School District students. As a part of the Instructional Services Division, the coordinator facilitates best practices in teaching and learning and provides leadership to support teachers in increasing both their success with classroom instruction as well as strengthening their professional competence, confidence, and success.

The job of the coordinator is done for the purpose(s) of planning, and coordinating the assigned content area and curricular programs; assisting professional staff; developing curriculum and instructional programs which will maximize the learning outcomes for each student; assisting with implementation of related activities; providing information to others; and implementing, maintaining, and improving the quality of instruction; following established guidelines and standards.

Essential Functions

• Provide instructional services across the spectrum of teacher needs.
• Provide in-classroom support for teachers at all levels of development, in-building support for principals and instructional coaches at all levels of development, professional development for principals and instructional coaches, curriculum development, educational programming, collaboration with the Human Resources Department , case studies and case management of effective instruction.
• Strategically coordinate with the Human Resources Department to ensure that teacher instructional support is consistent with identified needs of targeted groups of teachers, individual teachers in classrooms, as well as administrators.
• Assists administrators, instructional coaches, and teachers for the purpose of establishing professional support priorities and processes.
• Collaborates with others (e.g. District personnel, other professional personnel, community organizations, etc.) for the purpose of implementing and maintaining academic excellence in implementation of assigned content areas, curriculums, and programs.
• Conducts training (e.g. staff professional development workshop, mentoring new teachers, teaching model lessons, analyzing, and sharing data with staff, etc.) for the purpose of providing professional and academic growth and improvement.
• Coordinates program components, supports needs for materials (e.g. ordering and distributing materials for classroom teachers and for workshops, managing software, overseeing District-wide professional development, monitoring dual Credit courses, etc.) for the purpose of ensuring curriculum development and implementation and meeting District program goals and guidelines.
• Develops curriculum and instructional resources (e.g. recommends innovative programs, using new materials and techniques, creating benchmark tests, collecting and processing data for benchmark tests, providing data analyses from state testing, etc.) for the purpose of improving teaching, learning, curriculum implementation and instructional resources.
• Manages program components (e.g. assisting in selection of teachers, assisting in inventory, ordering and distribution of materials, analyzing grade level materials, purchasing and delivering classroom materials, tracking teacher certifications, etc.) for the purpose of providing historical documentation and providing accurate and efficient program operations.
• Organizes committees (e.g. curriculum committees, etc.) for the purpose of curriculum development and implementation.
• Oversees budget processes (e.g. subject area budgets, etc.) for the purpose of supporting the District’s instructional program.
• Participates in meetings, workshops, training, and seminars for the purpose of conveying and/or gathering information required for curriculum development and implementation.
• Plans development of innovative and pilot programs (e.g. utilizing new materials, techniques, organizational processes, etc.) for the purpose of ensuring curriculum goals are met.
• Plans collaboratively and proactively with assistant superintendents, principals, instructional coaches, and district instructional specialists for the purpose of implementing and creating curriculum and strategies for improved teaching and learning.
• Presents information (e.g. teacher professional development, principal meeting reports, coaching meetings, leadership team meetings, etc.) for the purpose of sharing information, providing professional support, and collaboration.
• Promotes district activities (e.g. concerts, programs, etc.) for the purpose of providing opportunities for learning, entertainment, and enrichment.
• Provides analyses (e.g. pacing analysis for curricular objectives in current instructional units, etc.) for the purpose of providing review for administrators and teachers.
• Researches curriculum and student achievement (e.g. completeness of offerings to students, trends in curriculum planning, student achievement trends and data; writing and updating curriculum, etc.) for the purpose of aligning to state standards and requirements.
• Reviews new curriculum for the purpose of pursing NCAA eligibility.
• Reviews curriculum (e.g. completeness and alignment to state standards and requirements, etc.) for the purpose of ensuring optimal curriculum development and implementation.
• Supervises summer school processes (e.g. writing curriculum, purchasing, sorting and delivering summer school materials, etc.) for the purpose of ensuring optimal summer school implementation.
• Works with District personnel (e.g. school administrators, instructional coaches, etc.) for the purpose of providing optimal curriculum implementation.
• Writes and revises (e.g. summer school curriculum, etc.) for the purpose of ensuring content specific summer school curriculum implementation.
• Other duties as assigned by supervisor to support the Instructional Services Division.

Marginal Functions

Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit and to support optimal teaching, learning, curriculum development, and curriculum implementation.

Job Requirements: Minimum Qualifications

Skills, Knowledge and Abilities

SKILLS are required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: utilizing conflict resolution techniques; operating standard office equipment including pertinent software applications; planning and managing projects; preparing and maintaining accurate records; analyzing data; applying assessment instruments; applying curriculum and instructional techniques; classifying data and/or information; comparing results; conducting meetings; counseling and mentoring employees; facilitating meetings; interviewing techniques and practices; conducting interviews; and estimating required resources.

KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and solve practical problems. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include understanding of: concepts of grammar and punctation; grant administration; community resources; district policies and procedures; content curriculums; community resources; practices of personnel administration; stages of child development; assessment instruments and techniques; codes/laws/rules/regulations/policies; business telephone etiquette; and practicing cultural competency while working collaboratively with diverse groups and individuals.

ABILITY is required to schedule a significant number of activities, meetings, and/or events; routinely gather, collate, and/or classify data; and consider a number of factors when making decisions. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposed; and utilize a variety of job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; setting priorities; building collaborative relationships; accuracy and attention to detail; analyzing issues and determining appropriate course of action; communicating with persons of diverse backgrounds; displaying tact and courtesy; maintaining confidentiality; meeting deadlines and schedules; regular work attendance; organizing tasks; working as a part of a team; working with detailed information/data; multi-tasking; and working with frequent interruptions.

Responsibility

Responsibilities include: working independently under broad organizational guidelines to achieve unit objectives; leading, guiding, and/or coordinating others; directing the use of budgeted funds within a work unit. Utilization of significant resources from other work units is sometimes required to perform the job’s functions. There is some opportunity to significantly impact the organization’s services.

Work Environment

The usual and customary methods of performing the job’s functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, and significant fine finger dexterity. Generally, the job requires 50% sitting, 30% walking, and 20% standing. The job is performed under minimal temperature variations.

Experience: Job-related experience with increasing levels of responsibility is required.

Education: Master’s degree in job-related content area required. Doctorate and building level certification desirable.

Equal Opportunity Employer

Required Testing Certificates and Licenses

None Specified Teaching Credential, Administrator License

Continuing Education/Training Clearances

Maintains Certificates and/or Licenses None Specified

FLSA Status Salary Grade

Exempt Level 3 on the 25-26 administrative salary schedule

Revised Date 6/5/2025