Equity Coordinator

Equity Coordinator

Department of Instruction

Are you looking to work in a school division where students are engaged in authentic, challenging, and relevant learning experiences, becoming lifelong contributors and leaders in our dynamic and diverse society? Then look no further! 

In Albemarle County Public Schools, we work together as a team to end the predictive value of race, class, gender, and special capacities for our children’s success through high-quality teaching and learning for all. We seek to build relationships with families and communities to ensure that every student succeeds. We will know every student! 

We are the first public school division in Virginia, and among the first in the country, to develop and implement an Anti-Racism policy with the expressed purpose of building school communities that share the responsibility to recognize and end racism, eliminate inequitable practices that result in achievement gaps, and support the unique gifts, talents, and interests of every child. In ACPS, “all” really means all.

ACPS employees enjoy competitive pay and benefits, including health & dental coverage, retirement, flexible spending accounts, paid time off, wellness program, discounts on gym memberships, and more! Be sure to check out our website to learn more about our Division and our Schools.

GENERAL DEFINITION OF WORK:

The Equity Coordinator will strategically plan, administer, and evaluate the Albemarle County Public Schools comprehensive culturally responsive teaching model. The specialist with provide expertise in the division’s characteristics of culturally responsive teaching and the application of such to manage a system wide evidence based program specially designed to impact student achievement.

ESSENTIAL FUNCTIONS:

• Assists the Director of Equity Education  in establishing, administering and evaluating culturally responsive teaching programs;
• Plans, presents and evaluates professional development training to all division staff (classified, teachers, and administrators);
• Works with diversity resource teacher planning team, equity teams, diversity resource teachers and instructional coaches to ensure the alignment of culturally responsive teaching practices are aligned with division curriculum and student performance benchmarks with state Standards of Learning and division goals;
• Manages the implementation and evaluation of culturally responsive teaching credentialing and certification processes;
• Provides leadership to the IGAK Equity Education Policy and Diversity and Equity Advisory Committee;
• Gathers, monitors, and analyzes data and prepares reports and/or documentation related on culturally responsive teaching practices that impact schools' culture, climate, achievement and other TBD factors;
• Provides reflective support to teachers and principal leaders to assist aligning culturally responsive teaching with the implementation of the Framework for Quality Learning in all classrooms, including unit design, lesson design, performance assessment, and technology applications that support students to meet and exceed the Division's Lifelong Learner Competencies;
• Performs related duties, as assigned by the administration, in accordance with school/system policies and practices.

KNOWLEDGE, SKILLS AND ABILITIES:

Knowledge of best practices in culturally responsive teaching, curriculum, assessment, and instruction. Ability to use best practice professional development techniques and align with measurable follow up strategies. Knowledge of ACPS three levers: Framework of Quality Instruction, Professional Learning Community, and Teacher Performance Appraisal. Ability to work as a team member to plan, model, and facilitate professional development opportunities.

EDUCATION AND EXPERIENCE:

Candidates should hold a Master's degree from an accredited college or university in Curriculum and Instruction, Educational Leadership, or a related educational field, AND a minimum of three years relevant instructional experience aligned to culturally responsive teaching. Licensure in the state of Virginia in Administration and Supervision preferred.

PHYSICAL CONDITIONS AND NATURE OF WORK CONTACTS:

Work is typically performed in an office setting primarily sitting at office equipment and files, with occasional light lifting and other limited physical activities. Occasional operation of automated computer office equipment is required. Frequent travel to school sites throughout the County and occasional statewide or regional travel is required. Attendance to meetings outside the normal duty hours is frequently required. Regular involvement made with principals and teachers throughout the School Division. Usually there is a need to motivate, establish rapport, gain support, or persuade or influence individuals or groups. Contacts with School Board members, Advisory Councils, faculties and students, parents, and the general public are regularly required. Occasional debate is often characteristic of the contact and may require considerable skill in diplomacy, tact and discretion.

EVALUATION:

Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities.