Murfreesboro City Schools Gifted Specialist Department of Special Education Revised on 05/04/2021 Credentials: Graduate degree with certification in Gifted Education (466) (preferred) or Gifted Employment Standard with the requirement to obtain the Gifted Education (466) Endorsement within two years. Experience with instruction in a gifted setting and evidence of the ability to increase academic success of gifted/high achieving children.
Other Qualifications: Must have a passion for student learning, for teacher learning, and for increasing professional knowledge and effectiveness of self and others. Must be knowledgeable about current research and practices associated with: effective instructional strategies for increasing content area competencies, professional development, the psychology of learning related to high achieving/gifted children, and research methodology to evaluate program effectiveness. Must demonstrate high levels of professional conduct and exemplary teaching of individuals and small group instruction that result in high levels of student learning. Must be able to gather, compile, and disaggregate data; and to link that data to student learning and instruction. Must be able to synthesize data, observation documentation, and characteristics of students to write Individualized Education Plans to ensure continued academic, social, and emotional growth for gifted learners. Must have a cooperative, helpful attitude toward people; be non-judgmental, confidential, highly organized, productive, and passionate about the development of others. Must be able to follow and give directions, make decisions, demonstrate skills in group dynamics, analyze issues, creatively problem solve, and create action plans. Must have good verbal and written communication skills. Must be a leader able to deal with diverse backgrounds/knowledge/skills who is dedicated to development of the whole child, community partnerships, open communication, and collaboration.
Physical Demands: Must have and maintain physical sensory, emotional, and mental abilities necessary for effective communication in person, in writing, and by telephone. Must have good memory, be able to organize thoughts and activities, do mathematical computations, and articulate clearly. Must be able to work occasional nights and weekends, participate in occasional overnight travel, and provide own transportation during performance of duty. Must be emotionally mature and able to appropriately handle stress.
Essential Job Functions: This person has responsibility for assuring high levels of student learning and teacher competency in all content areas of high achieving and gifted students. This is accomplished by providing direct instruction to students identified as eligible for gifted services while also assisting teachers with accommodations/modifications/strategies to use with gifted/high achieving learners; building proficiency in teaching through side-by-side modeling and assessment of instructional effectiveness; developing a system-wide gifted program and program to meet the needs of high achieving using research-based programs and methodology. Other job functions include:
Model leadership that is collaborative, intentional, and purposeful. Design professional development for one-on-one and small group instruction for teachers, educational assistants, mid-day assistants and volunteers to increase content knowledge and pedagogical effectiveness to positively impact student learning. Design professional development for the individual school level and district level that will provide a solid base for developing content knowledge and pedagogical effectiveness in deeper instruction for all students. Provide in-class fidelity checks and support with feedback to teachers regarding "deep instruction" and mastery of common core standards. Collaborate with members of the district Instruction team and school-level leaders to increase the effectiveness of instruction and inclusionary practices for gifted and high achieving students. Keep school administrators abreast of teaching practices and aware of teacher needs to ensure student success in all content areas. Work with the Instruction staff and psychologists to disaggregate data and to help teachers, principals, and the district staff use that data to guide instruction and determine priorities. Promote collegiality within the profession and work with the principals to help develop professional learning communities within individual schools and across the district. Serve as a liaison between the Murfreesboro City Schools, Middle Tennessee State University, Vanderbilt University, and other institutions of higher learning to develop partnerships related to research regarding various content areas. Provide accurate and timely reports as required. Staff Relationship: Reports directly to the Supervisor of Special Education.
Terms of Employment: Ten month salary and benefits set annually. Exempt.
