Job Summary

Serves as liaison between the district, schools, colleges and universities to develop a pipeline of prospective, future teachers from students, pre-interns, and interns. Coordinates and assesses pre-professional programs and serves on a team of professionals to develop and support future educators and novice teachers.  Assists with implementing other related departmental initiatives supporting prospective, future teachers; novice, instructional staff; and research initiatives.

Essential Functions 

1. Assesses and supports existing pre-professional teacher (elementary/secondary students, pre-interns/interns, non-college of education, etc.) programs and supports the development and implementation of a district, future teacher cohort to help increase recruitment strategies focused on increasing the instructional applicant pool.
2. Builds relationships and supports program administrators, mentor teachers, and other school-based and district leaders with related teacher initiatives.
3. Works collaboratively with colleges and universities, professional development staff, community partners, and grantors to support future teacher interest and initiatives.
4. Plans and facilitates face-to-face future teacher opportunities in order to engage with elementary and secondary students. 5. Conducts information sessions and markets programs at various local and regional schools and community events.
6. Builds a pre-professional database of prospective, future teacher candidates and tracks program data to determine efficiency of resources and program outcomes. Provides program data in a variety of formats.
7. Performs other duties as assigned. 

Qualifications

Education:  Master’s degree in Education (minimum of 18 hours in Curriculum and Instruction) from an accredited college or university or Educational Leadership.

Experience:  Five (5) years recent teaching with experience in urban/Title I schools (recommend three (3) years in DCPS); mentoring/coaching pre-professional teachers (pre-interns, interns, and/or beginning teachers); teacher-leadership (i.e. committee, department/grade level chair, shared-governance, school improvement); curriculum planning, articulation, instruction, model lessons, training, feedback, follow-up, and coaching.   

Certifications & Licenses:  Florida Department of Education Certification required.  

Knowledge, Skills, and Abilities 

• Knowledge of adult learning theory
• Strong oral, written, and interpersonal communication skills
• Strong word processing, spreadsheet, and presentation software skills
• Strong training development and delivery skills
• Strong adult learning coaching skills
• Strong leadership skills
• Strong creative problem-solving skills
• Strong time management skills
• Strong organizational skills
• Ability and desire to work with university, school and district-based professionals
• Ability to utilize technology for reporting and tracking a range of information and data
• Ability to organize, develop and facilitate effective in-service training and professional growth activities
• Ability to develop content knowledge
• Ability to implement continuous improvement processes