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Open nowPosted 72 days ago

Data and Instruction Specialist (Title I) - Broadview Middle

Alamance-Burlington Schools

Where
Burlington, North Carolina
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Your applicationOpen nowData and Instruction Specialist (Title I) - Broadview MiddleAlamance-Burlington Schools · Burlington, North Carolina

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  3. 25 readersRecruiter, hiring manager, skeptic. Round after round.

  4. CV RocketApplied on Alamance-Burlington Schools's own form.

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The clock on this job

Early applications get read.

11.3% of postings close within 7 days. Measured by our own scanner across the market.

Share of postings closed within
  1. 2.0%1 day
  2. 4.3%3 days
  3. 11.3%7 days
  4. 17.5%14 days
  5. 34.2%30 days
  6. 43.5%60 days
This job: posted 72 days ago

The posting

POSITION TITLE

Data & Instruction Specialist (2 positions)

SCHOOL/DEPARTMENT

Broadview Middle

SALARY

Teacher Salary/Title 1 plus local supplement

FLSA STATUS

Non-Exempt

REPORTS TO

Principal

SUPERVISES

None

WORK WEEK SCHEDULE

Monday – Friday

WORK HOURS

40

NUMBER OF MONTHS PER YEAR

10

General Definition of Work

The Instructional Specialist plays a critical leadership role in supporting the academic success of all students through the use of data-driven practices, collaborative professional learning, and instructional support. This individual will serve as a key member of the school leadership team. The Instructional Specialist ensures alignment between school improvement efforts and district/state expectations while building teacher capacity and instructional excellence.

MINIMUM QUALIFICATIONS

EDUCATION, TRAINING, AND EXPERIENCE

  • Valid North Carolina teaching or administrative license.
  • Minimum 3–5 years of successful classroom teaching experience.
  • Demonstrated knowledge of curriculum, instruction, and assessment practices.
  • Experience analyzing and interpreting data to drive decision-making.
  • Strong organizational and interpersonal communication skills.

PREFERRED QUALIFICATIONS

  • Master's degree in Education, Curriculum & Instruction, or Educational Leadership.
  • Prior experience as an instructional coach, curriculum facilitator or similar leadership role.
  • Strong understanding of Multi-Tiered Systems of Support (MTSS) and data-based decision making.

Essential Functions

Instructional Leadership & Teacher Support

  • Collaborate with teachers to analyze student data and adjust instruction to meet the needs of all learners.
  • Facilitate and participate in Professional Learning Communities (PLCs), using data to drive planning, instructional decision-making, and progress monitoring.
  • Support implementation of curriculum and instructional best practices aligned to district and state standards.
  • Coach teachers in effective teaching strategies, including co-teaching, modeling, and observation/feedback cycles.
  • Assist with the development and delivery of high-quality professional development aligned to school goals.

Data Analysis & School Improvement

  • Lead school-wide data analysis efforts, including interim assessments, benchmarks, progress monitoring, and state assessments.
  • Provide regular reports to the principal and school staff on student academic performance and progress toward goals.
  • Support School Improvement Plan (SIP) development and monitor progress toward identified targets.
  • Help ensure the effective use of data platforms and tools (e.g., Infinite Campus, EVAAS, i-Ready, NWEA, etc.).

Minimum Qualifications or Standards Required to Perform Essential Job Functions

Physical Requirement: Must be physically able to operate a variety of equipment, including computers, copiers, calculators, etc. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects. Light work typically involves walking or standing for a significant portion of the time.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments, or directions from supervisor.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract

and concrete variables.

Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, manuals, legislation, graphs, charts, etc. Requires the ability to prepare correspondence, reports, forms, charts, graphs, statistical analysis, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak to people with poise, control of voice, and confidence.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical and professional languages, including psychometric, statistical, and educational research terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the theories of algebra, descriptive statistics, statistical inference, and statistical theory.

Motor Coordination: Requires the ability to handle a variety of items such as office equipment. Must have minimal levels of eye/hand/foot coordination.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and

receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or

exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.

Posting text belongs to the employer. Removal requests: contact us.

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