Position:           Multi-Tiered Systems of Support (MTSS) Lead Teacher

                        One Year Appointment

                        Title I Department

             

The Opportunity:

Reporting to the Director of Multi-Tiered Systems of Support, you will support the effective implementation of the district’s multi-tiered system of supports (MTSS) model and vision. The MTSS Lead will assist in all MTSS procedures across the district, including communicating with school site teams, developing and facilitating professional learning opportunities for school staff and teachers, providing resources in the area of MTSS, guiding school-based processes, and monitoring data.

 

Key Responsibilities:

• Work collaboratively with district administrators, school-based leadership teams, and teachers to facilitate implementation of a multi-tiered system of supports (MTSS) at the district and school levels.
• Monitor the implementation of MTSS at school sites, including the identification of students, delivery of Tier 2 and 3 interventions, and progress monitoring.
• Coach school sites on analyzing student needs and identifying research-based interventions across academics, behavior, and social-emotional learning (SEL).
• Help establish data collection and analysis procedures using the Branching Minds system to inform decision-making around student needs and district/school resource allocation.
• Participate on the district MTSS Design Team.
• Coordinate and facilitate MTSS professional development and professional learning opportunities for school-based and district staff.
• Compile and report on effectiveness of interventions on a monthly basis to improve district and school systems.
• Develop and maintain positive working relationships with families/caregivers, staff, and community members.
• Other duties as assigned.

Your Skill Set:

As the incoming MTSS Lead Teacher, you will possess many, though perhaps not all, of the following characteristics and qualifications:

• Bachelor’s degree required, Master’s degree strongly preferred
• Massachusetts Teacher Licensure required  in Moderate Disabilities
• Success working in an urban setting with students from diverse racial, ethnic, linguistic, and socio-economic backgrounds
• Knowledge of multi-tiered systems of support (MTSS), implementation of MTSS, Universal Design for Learning, and intervention strategies
• Experience designing and facilitating in-person and online professional development
• Ability to plan, organize, and work collaboratively with other teams
• Strong interpersonal skills and the ability to create positive relationships
• Strong organizational skills with excellent attention to detail
• Experience with intervention management software and Google Suite

Cambridge Public Schools is committed to slowing and/or stopping the spread of COVID-19. Therefore, as a condition of employment with Cambridge Public Schools, all new hires will be required to be fully vaccinated for COVID-19 no later than their first day of work. Written requests for either a religious exemption from this requirement based on sincerely held religious beliefs, or for a medical exemption based upon clear documentation from a medical provider should be submitted to the attention of the Chief Talent Officer.

 

Please note this is a one-year, grant-funded position.

 

Salary:

In Accordance with the Cambridge Education Association Unit A Salary Schedule, plus applicable stipends.

                                                        

How to Join Our Team:

Please upload a resume and thoughtful cover letter, outlining how your skills and experience meet the qualifications of the position and stating how you heard about this opportunity. 

 

At the Cambridge Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district.