School Success Liaison

2 weeks ago

Baltimore, United States Baltimore City Public Schools Full time $98,301 - $156,099

A School Success Liaison - High School Mathematics (SSL) serves as a vital link between district priorities and school-level implementation, focusing on high school mathematics. Utilizing research-based coaching practices, this role directly supports school administrators, leadership teams, and school-based educators to enhance their capacity in achieving district goals, with a focus on meeting the needs of a full continuum of diverse learners. With approximately 80% of time spent in schools across the district, this position fosters a culture of continuous improvement, actively engaging in data cycles to target and drive support where needed. The SSL regularly participates in districtwide planning and alignment meetings to ensure a coherent model of school-based support.

Essential Functions
  • Provides content area expertise to high school leaders and their teams focused in the area of mathematics.
  • Provides direct support to school administrators, leadership teams, and school-based educators in service of meeting district goals in mathematics and in the development and implementation of the district's mathematics plan; provides support on curriculum and building educator capacity in mathematics instruction.
  • Serves as a liaison between district leadership, school administrators, and frontline educators, fostering collaborative partnerships to support continuous growth and improvement.
  • Facilitates dialogue and exchange of best practices among coaches, school leaders, and educators, promoting a culture of shared learning and innovation.
  • Routinely builds capacity around the use of data cycles to inform instruction for diverse learners.
  • Routinely builds capacity in data-driven instructional lesson planning rooted in high quality instructional materials by modeling and leading effective planning practices using appropriate HQIM resources.
  • Provides schools with data protocols and lesson planning protocols that prove to align instruction to the needs of learners.
  • Supports and builds the instructional capacity of school-based educators through job-embedded professional learning including modeling lessons, co-teaching, and leading professional learning communities.
  • Improves practice by observing and providing high-quality feedback for instruction/lesson implementation, data-analysis, lesson planning, and district-wide meeting structures and protocols.
  • Facilitates and participates in collaborative learning walks to collect qualitative data as part of routine data cycles to evaluate the effectiveness of coaching support and make appropriate adjustments.
  • Accountable to student growth and performance metrics for those students impacted by support.
  • Through regular data cycles, uses identified student performance metrics to evaluate effectiveness of coaching and support and makes appropriate adjustments.
  • Communicates effectively and routinely with school administration to identify support needed for school-based educators, evaluate the effectiveness of the support, and identify next steps.
  • Collaborates and meets regularly with Instructional Leadership Executive Directors and Academics' Leadership to analyze data that informs strategic and targeted support to school-based staff.
  • Commits to being part of a community of learners with liaisons across disciplines to norm on practices and to ensure coherence and alignment in the delivery of support to schools.
  • Collaborates to plan, lead, and facilitate CLN and systemic professional learning for school-based staff during the school year.
  • Plans and leads professional learning during the summer, inclusive of Summer Institutes for school-based leaders and instructional staff.
  • Regularly participates in professional learning opportunities to expand and grow content knowledge and capacity for coaching adults. Stays abreast of current research in high quality coaching.
  • Ensure all coaching activities are aligned with district goals and priorities, focusing on measurable impact and student achievement.
  • Demonstrates interpersonal skills that ensure effective team building and understanding of the team process.
  • Performs and promotes all activities in compliance with equal employment and nondiscrimination policies; follows federal laws, state laws, school board's policies and professional standards.
Desired Qualifications
  • Bachelor's degree from an accredited college or institution.
  • Maryland State Advanced Professional Certificate, APC, in Secondary Education, mathematics preferred; applicants applying from outside of Maryland should possess equivalent teaching and professional certifications.
  • Administrator I endorsement preferred.
  • 5 or more years of combined experience in teaching, coaching, and/or school leadership, in a mathematics or related content area.
  • Experience in coaching adult learners and with use of coaching tools and resources.
  • Experience with providing instructional feedback.
  • Experience with working with diverse members of a community, seeking multiple perspectives.
  • Proficiency in analyzing student data, assessments, and other educational metrics to identify trends, areas of improvement, and instructional priorities with an equity focus.
  • Knowledge of how to implement continuous improvement data cycles to drive change ideas and outcomes.
  • Deep knowledge in one or more of these areas: subject matter and pedagogical content knowledge, multi-tiered systems of support, fundamental mathematics, data analysis, curriculum implementation and instructional design.
  • Knowledge and understanding of teaching methodologies, learning theories, and strategies across subjects and grade levels.
  • Knowledge of culturally responsive pedagogy.
  • Knowledge of effective teacher planning that utilizes high quality instructional materials to meet the needs of diverse learners.
  • Possession of strong interpersonal and communication skills that demonstrate empathy for those being supported and that support difficult conversations when necessary.
  • Excellent written communication skills.
  • Proficient skill in the use of technical computer applications including Microsoft Word, Excel, PowerPoint, and Outlook or similar packages.
  • Ability to interpret the administrative policies and procedures of the City Schools.

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