CHANGING RESULTS ADVOCATE TEACHER

1. DESCRIPTION OF DELIVERY MODEL

Changing Results Advocate Teachers will work collaboratively with classroom teachers to guide their professional learning and their engagement with a case study inquiry process.  The inquiry work will focus on specific areas of learning (e.g. literacy, numeracy, social emotional learning).  The case study inquiry will involve a focus on one student.  Teachers participating in the inquiry do so on a voluntary basis.  While supporting professional learning, Changing Results (CR) Advocate Teacher will also, from time to time, work directly with students in the classroom. 

The CR Advocate Teacher will:

a) work with a cohort of teachers engaged in their individual case study inquiries with a particular focus (literacy, numeracy or SEL);

b) lead professional learning opportunities in the area of focus (literacy, numeracy or SEL);

c) model reflective practice and collaborate with teachers on the inquiry process;

d) team teach or model lessons in the area of focus (literacy, numeracy or SEL);

e) conduct student observations to support the case study inquiry;

f) work directly with students from time to time, supporting learning in the area of focus;

g) model and support the effective integration of Priority Practices (curriculum design, quality assessment, instructional strategies, social emotional learning) and First Peoples Principles of Learning in the area being supported;

h) apply current research to their work with teachers;

i) travel between schools to work with teachers in their classrooms.

2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE

a) valid B.C. Teaching Certificate;

b) Bachelor of Education Degree or equivalent;

c) five years of satisfactory teaching experience in the grade levels being supported;

d) course work and/or instructional leadership experience in one or more of the disciplines (literacy, numeracy, SEL).  Instructional leadership may include engaging in and leading professional development, leading school-based initiatives, etc. 

3. PREFERRED QUALIFICATIONS/EXPERIENCE

a) knowledge, understanding and experience in the subject area and grade levels being supported (e.g. literacy, numeracy or SEL);

b) knowledge, understanding and experience of the inquiry process (e.g. Spirals of Inquiry (Halbert & Kaiser));

c) knowledge and understanding of current research and programs in the area of focus and grade levels being supported;

d) knowledge, understanding and experience integrating the Priority Practices (curriculum design, quality assessment, instructional strategies, social emotional learning) and First Peoples Principles of Learning in the area being supported;

e) understanding of foundational aspects of learning in the area of focus;

f) experience leading professional learning opportunities and collaborating with colleagues;

g) minimum of one senior level course (300 level or higher), or equivalent in the area of focus.

4. REPORTING STRUCTURE

The personnel in this position are accountable in the execution of their assigned duties to the Director of Instruction or District Principal in Education Services.