POSITION SUMMARY:
Under direction of the
Director of Curriculum and Instruction, the incumbent coordinates Talented and Gifted (TAG)
K-12 instruction, including testing, screening and identification, programs for
TAG students, Primary Talent Development (PTD), Twice Exceptional students;
and, teacher training for differentiation to ensure programs and services for
students identified as talented and gifted (TAG).
DUTIES and RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
Analyzes and evaluates Talented
and Gifted instructional programs, including specialty programs, TAG Centers, TAG
in the Regular (TRC) program, TAG Pull-out Program, and Primary Talent
Development program.
Provides
vision and direction for the K – 12 TAG programs and works across content
departments for curriculum development;
Develops policies,
procedures, and monitoring tools for the implementation of these programs;
Oversees Talented and
Gifted global and off-level testing, screening, and identification practices
and protocols for all students in grade 1 – 7, including private school testing
opportunities;
Assists the Pupil
Accounting and School Boundaries Office with continuity process from TAG
Centers to IB Program;
Makes recommendations to
appropriate school and central office staff regarding TAG personnel, program,
and budget;
Develops and implements
research-based programs designed to develop talent and nurture potential in all
students;
Evaluates and monitors
the preparation of curriculum documents, correlation of instructional materials
documents, and units of study;
Coordinates
the review, approval, acquisition, and distribution of appropriate equipment,
materials, print and non-print resources to support all facets of TAG Programs planning, development, and
implementation;
Coordinates
professional development and meetings with TAG Center Coordinators, TAG
Neighborhood Coordinators, Primary Talented Coordinators, and TAG Resource Teachers
regularly in order to increase their leadership capacity and monitor
programming at all of the sites;
Assists in the
management of budgets, purchase orders and resource allocations related to
Talented and Gifted (TAG);
Designs, plans, and
implements extensive professional development opportunities for administrators,
coordinators, specialist, and teachers;
Designs, plans, and implements parent
engagement events to inform and promote TAG instructional programming;
Coordinates external relationships with
institutions and businesses that will enhance student’s opportunities for
advanced learning;
Coordinates
extra-curricular/co-curricular learning opportunities designed for
advanced/gifted leaners;
Monitors the implementation of the
Talented and Gifted; and Primary Talent Development, programs district wide;
Collaborates with Pupil Accounting and
School Boundaries and The Testing Office for specialty programs admissions,
continuity, assessment, and data collection;
Develops and monitor progress for Master
Plan accountability;
May observe and evaluate teachers of
Talented and Gifted programs;
Communicates, collaborates
and interfaces with MSDE, state representatives, Maryland Educators of
Gifted Students (MEGS), National Association of Gifted Children (NAGC), PGTAG, and
other local school system representatives;
Supervises staff assigned to the office;
and
Performs other duties as assigned.
QUALIFICATIONS:The requirements listed below are representative of the knowledge, skill, and/or ability required.
Thorough working knowledge of the Prince
George’s County Public Schools (PGCPS) Strategic Plan, PGCPS Policies, and recent
national trends regarding innovative programs or approaches, specialty
programs; talent development programs or approaches; talented and gifted;
Thorough knowledge of curriculum and
instructional programs and assessment with the ability to provide leadership
for TAG programs that provide rigor and challenge across the instructional content
areas;
Thorough knowledge of specialty programs
admission requirements and lottery protocols;
Knowledge of state and national
legislation, regulations, and practices governing instructional programming and
selection of students for specialty programs;
Knowledge of educational research and
best practices for advanced/gifted learners;
Experience designing curriculum,
planning and conducting training, and organizing resources to address education
of the talented and gifted, talent development, and historically
underrepresented gifted learners;
Ability to work collaboratively with
principals, specialty program coordinators, teachers, counselors, parents, and
others in the development of effective TAG programs and in the effective
resolution of problems associated with these programs;
Ability to monitor and evaluate
enrollment of TAG programs to ensure that students from culturally,
linguistically, ethnically, and low-SES backgrounds are included in program
participation;
Ability to work collaboratively with
instructional supervisors from all content areas to identify curriculum,
instructional practices, and resources;
Ability to use technology in curriculum
to support and extend instruction and to facilitate communication;
Ability to build positive and productive
relationships with parents and community groups to collect feedback and improve
programs and instruction;
Ability to draft, edit, and compile
reports for system-wide use;
Ability to effectively analyze, monitor,
and report the implications of data and develop next steps;
Possess effective organizational and
programmatic problem solving skills;
Computer literacy
including proficiency with Microsoft Word, Excel, PowerPoint, SchoolMax system;
ability to use computer programs (e.g., word processing, databases);
Demonstrates effective
human relations and interpersonal skills; and
Excellent oral and written communication
skills.
EDUCATION and/or EXPERIENCE REQUIREMENTS:
Master's degree in
education from an accredited college or university with specialization and
course work in curriculum, administration, or education of the gifted. At least
five (5) years of teaching experience with students of varying abilities; or
other combinations of applicable education, training, and experience which
provide the knowledge, abilities, and skills necessary to perform effectively in
the position will be considered.
CERTIFICATION REQUIREMENTS:
Advanced Professional
Certificate; Administrator I Certification required.
SUPERVISORY RESPONSIBILITIES:
Assists
in overseeing and providing guidance to the unit staff/teachers.
PHYSICAL DEMANDS:
The physical demands are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.
WORKING ENVIRONMENT:
The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.
ADDITIONAL INFORMATION:
Attendance and/or presenting at evening Board of Education meetings, Parent Teacher Association presentations, award ceremonies, and other programs and events may be required.