Learning Facilitator Professional
About the Employer
Sustained Professional Learning Facilitators
Position Overview
The purpose of the Sustained Professional Learning (SPL) Facilitator Program is to develop teacher leaders who will provide sustained, job-embedded professional learning for secondary educators focused on standards-based instructional strategies, high-quality curriculum materials (HQCM), and rigorous, grade-level instruction.
Key Responsibilities
As an SPL Facilitator, you will:
Professional Learning and Teacher Leadership
Participate in required district professional learning, training, and implementation support, including professional learning and work with Unbounded.
Develop expertise in Wed's Instructional Vision, standards-based instruction, HQCM implementation, unit and lesson internalization, and district expectations for rigorous teaching and learning.
Serve as a teacher leader who helps translate district and partner professional learning into sustained, job-embedded learning for colleagues.
Plan and facilitate ongoing professional learning and PLC experiences aligned with the needs of the assigned content area, program, or instructional focus.
Establish clear objectives, agendas, protocols, and collaborative norms for professional learning.
Create a supportive professional learning environment in which educators engage in reflection, collaborative problem solving, examination of evidence, and continuous improvement.
Unit and Lesson Internalization
Lead and support unit internalization and lesson internalization using district-approved protocols, processes, and tools.
Facilitate collaborative preparation for upcoming units and lessons using district-adopted HQCM.
Support teachers in developing a deep understanding of:
Grade-level standards and intended learning;
The purpose and coherence of a unit or lesson;
The design and intent of HQCM;
Standards-aligned learning targets;
The rigor and cognitive demand of instructional tasks;
Anticipated student thinking, responses, and misconceptions;
Opportunities for academic discourse, reasoning, and productive struggle;
Appropriate scaffolds that provide access while maintaining grade-level expectations;
And
The evidence students will produce to demonstrate learning.
Help teachers anticipate where students may need additional access or support while ensuring that adaptations and scaffolds do not unintentionally reduce the rigor of the standards or curriculum.
Support teachers in making thoughtful instructional decisions while preserving the intent, coherence, and rigor of district-adopted HQCM.
Help teachers connect internalization to classroom implementation so that collaborative planning results in stronger instructional practice and improved student learning experiences.
Standards-Based, Rigorous Instruction
Support professional learning that strengthens teachers' ability to:
Align learning targets, instructional tasks, and evidence of student learning to grade-level standards.
Maintain the level of cognitive demand and rigor called for by the standards and HQCM.
Provide all students with meaningful opportunities to demonstrate their learning through speaking, writing, making, solving, explaining, and doing.
Increase student engagement in rigorous, grade-level tasks.
Facilitate academic discourse and content-specific reasoning.
Create opportunities for students to engage in productive struggle, analysis, problem-solving, and deeper thinking.
Increase student ownership, independence, and agency within the learning process.
Use appropriate scaffolds and supports for MLLs, students with disabilities, and students with unfinished learning while maintaining grade-level expectations.
Evidence, Reflection, and Continuous Improvement
Support teachers in examining student work, assessment information, instructional evidence, and curriculum implementation data to understand the impact of instructional decisions.
Use relevant evidence from rigor walks, integrity walks, student work, assessments, and other district data sources to help identify professional learning priorities.
Facilitate reflective conversations that help educators identify strengths, instructional challenges, and focused next steps.
Help professional learning groups engage in an ongoing cycle of:
Learn and internalize?
Implement?
Examine evidence?
Reflect?
Identify a next step?
Refine practice
Support teachers in determining whether changes in instructional practice are resulting in stronger student engagement, thinking, discourse, and evidence of grade-level learning.
Adjust professional learning priorities and supports in response to evidence of implementation and student need.
Collaboration and Communication
Collaborate with the Office of Curriculum and Development, school administrators, instructional coaches, department chairs, other SPL Facilitators, and teacher leaders to support coherence across district professional learning.
Participate in facilitator meetings, calibration activities, and other district learning opportunities as required.
Communicate professional learning schedules, expectations, resources, and follow-up activities to participants.
Share effective and promising instructional practices across classrooms, departments, and schools.
Support a culture of collective responsibility in which educators learn with and from one another to improve student outcomes.
Planning, Documentation, and Data Tracking
Plan and prepare professional learning sessions, PLC meetings, unit internalization, and lesson internalization experiences.
Develop and organize agendas, protocols, presentations, curriculum resources, and other materials needed to support professional learning.
Schedule and communicate professional learning opportunities with participants.
Maintain accurate attendance records for facilitated professional learning and PLC meetings.
Maintain documentation of professional learning activities, including agendas, meeting records, artifacts, and evidence of implementation.
Track professional learning participation, identified instructional priorities, implementation progress, and other information requested by the Office of Curriculum and Development.
Complete required documentation related to the Title II-funded activity.
Required Qualifications
Five or more years of successful classroom teaching experience
Strong knowledge of the content area, standards, curriculum, program, or instructional priority associated with the facilitator assignment.
Knowledge of standards-based instruction and experience implementing district-adopted curriculum materials.
Understanding of the relationship among standards, curriculum, instructional tasks, rigor, and evidence of student learning.
Ability and willingness to participate in professional learning and then lead learning with colleagues.
Experience with or willingness to develop expertise in unit internalization and lesson internalization.
Ability to facilitate collaborative planning and professional learning with adult learners.
Ability to examine student work, instructional evidence, and data to identify patterns and inform next steps.
Strong presentation and facilitation skills.
Ability to effectively manage group dynamics and facilitate reflective, solutions-oriented professional conversations.
Strong interpersonal skills, including communication, collaboration, problem-solving, and conflict management.
Strong organizational, planning, documentation, and data-tracking skills.
Demonstrated commitment to continuous professional learning and improvement.
Commitment to Wed's expectation that all students have access to engaging, rigorous, standards-aligned, grade-level learning.
Expected Outcomes
The work of the Sustained Professional Learning Facilitators is intended to build the collective instructional capacity of middle and high school educators and strengthen implementation of the district's instructional vision.
Through sustained professional learning, unit and lesson internalization, collaborative planning, implementation, evidence review, and reflection, SPL Facilitators will help increase consistency in:
Implementation of district-adopted HQCM;
Standards-aligned and rigorous instruction;
Alignment among learning targets, instructional tasks, and evidence of student learning;
Student engagement in grade-level learning;
Academic discourse and reasoning;
Productive struggle and deeper thinking;
Appropriate scaffolding that maintains grade-level expectations;
And
Student ownership of learning.