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Associate Program Consultant (Math)  

About the Organization New Teacher Center (NTC) is a national non-profit organization dedicated to improving student learning by guiding a new generation of educators. Founded by teachers in 1998, NTC works in conjunction with school districts, state policymakers and educators across the country to increase the effectiveness of teachers and school leaders at all levels. These programs are built upon research-based principles for teacher onboarding, mentoring and ongoing coaching, and are proven to accelerate teacher effectiveness, reduce teacher churn and improve student achievement. NTC has made it their mission to overcome challenges students and teachers face by providing all educators with the support and resources necessary to succeed from their first day to their last. NTC now supports over 7,500 mentors and coaches and 35,000 teachers, and is improving the learning of over 2.6 million students across the country. For more information, please visit:  

The Associate Program Consultant (APC with Math focus) will deliver face-to-face and/or online professional development for mentors, coaches, principals, and/or client stakeholders, continuously deepening her/his own capacity as well as strengthening and refining the presentation skills of co-presenters. The APC- Math will support the Program Delivery team in providing consultative services to district-level leadership in client districts to ensure sustained high-quality program implementation. The APC- Math will also contribute to the design, development, and refinement of NTC's products and services.

Responsibilities & Essential Functions:

The following is an overview of the duties and responsibilities assigned to this position. The employee may perform other duties as required.

  • Present and facilitate a variety of professional development to mentors, coaches, and school and/or program leaders.
  • Will be expected to cultivate expertise in at least two of NTC's main product lines
  • With PC, build trusting relationships and a culture of collaborative partnership with client stakeholders through ongoing communication, being cognizant that APC serves in a highly visible role for those educators participating in professional development sessions
  • Provide professional development facilitation support to local client presenters
  • Provide technical assistance to support logistical components of professional development delivery and other aspects of program administration
  • Thought-partner with/Support PC in utilizing program standards to identify/analyze/ monitor all available program data (Learning Zone, etc.)
  • Utilize Learning Zone and other available data to design customized Forums to meet specific needs presented by client context
  • Engage actively with senior NTC colleagues to develop consulting skills and deepen knowledge
  • Engage in constructive, collaborative communication with NTC supervisor and PC/APC colleagues regarding client programs' successes, challenges, strategic support, and progress/alignment against contracted scopes of work
  • As appropriate, conduct and/or participate in in-field coaching sessions with PC, client program lead, and/or other educators in the partner organization (i.e. principals, coaches/mentors, etc.)
  • Collaborate with/make contributions to NTC staff to design and give feedback regarding professional development products and services
  • Serve on NTC work teams in order to have opportunities for direct organization-level input
  • May be asked to present or facilitate sessions at annual NTC Symposium
  • May manage a project-focused work group

Professional Learning Responsibilities:

  • Engage actively in collaborative NTC meetings, work sessions, and internal initiatives: could include developing/co-developing or leading/co-leading sessions and projects to support the professional learning of colleagues
  • Remain current with professional readings and research, especially in regards to rigorous learning standards, adult learning theory, and the U.S. K-12 education policy landscape
  • Share video of practice
  • Engage in formal formative assessment practices
  • Develop conference proposals and conduct conference presentations
  • Utilize NTC’s online systems including Learning Zone, Collaborate, Talent, Ascentis, Intranet, and Netsuite
  • Manage personal calendar, travel, and job responsibilities

**This is a remote-based position with heavy travel to school sites across the nation.

Location Remote  
Education Bachelors degree required; Masters degree preferred  
Position Requirements
  • 5+ years K-12 and/or P-12 classroom teaching experience, math speciality experience required.
  • Minimum 2 years of mentoring experience in NTC supported model or equivalent preferred
  • Must have teacher leader experience and/or responsibilities
  • Strong Instructional coaching background
  • Experience delivering and/or designing professional development
  • Demonstrate basic knowledge of: NTC approach to teacher and principal development (Theory of Change, program standards, tools/protocols/services, etc.), Adult learning theories and practices, School reform movements including professional learning communities, teacher leadership, the impact of coaching/mentoring, etc.
  • Candidates must have knowledge of/experience with: Common Core/New rigorous state standards, Professional teaching and/or administrative standards, Content areas (w/math focus area), formative and summative assessment, instructional strategies/ methods/approaches that improve student achievement
  • Willingness to travel 50-70% of time based on location/client/project assignments
  • Proficiency in Microsoft Word and PowerPointPossesses
  • Strong interpersonal skills and recognizes the critical role of relationship-building within the client district, as well as within NTC, to ensure effective program implementation
  • Eager to collaborate with clients and internal NTC personnel to assess and improve program implementation utilizing innovative and effective approaches
  • Comfortable and confident with formal meeting facilitation/managing group dynamics as well as peer-coaching interactions
  • Can thrive in a team environment and have a healthy tolerance of ambiguity
  • Must be experienced with Common Core State Standards or New Rigorous State Standards; and/or Early Learning content/standards.
  • Can manage one's own time and productivity in a fluid, team-oriented work environment demanding high levels of initiative, creativity, and flexibility
  • Reflective practitioner demonstrating the ability to use feedback to improve self, program, and community
  • Willing to explore complexity, resist certainty, and seek insight while aiding colleagues and clients in solving implementation challenges (no quick fixes/pre-packaged answers.
  • Successful completion of NTC professional development in Teacher Induction, Instructional Coaching, and/or School Leadership preferred

ADA Requirements/Working Conditions:

  • Work normally performed in a typical interior/office work environment
  • Limited physical effort required
  • Hearing, repetitive hand motions, sitting, talking, typing
  • Significant travel required

**This is a remote position with heavy travel to school sites across the nation.

Exempt/Non-Exempt Exempt  
Full-Time/Part-Time Full-Time  
EOE Statement We are an equal employment opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, national origin, disability status, protected veteran status or any other characteristic protected by law.  
Tags Professional Development, Coach, Mentor, Educational Consultant  

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Posted on: 8/7/2018
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