<p>JOB DESCRIPTION</p> <p>Job Title</p> <p>School Improvement Leadership Team (SILT) Member</p> <p>Department</p> <p>Teaching and Learning</p> <p>Bargain Unit Classification</p> <p>Bargaining Unit-EARL</p> <p>Reports To</p> <p>Building Principal</p> <p>FLSA Designation</p> <p>Exempt</p> <p>Other</p> <p>Appendix B1-District</p> <p>Pay Scale/Lane</p> <p>Collective Bargaining Agreement</p> <p>Benefits</p> <p>Benefit Summary</p> <p>Work Calendar</p> <p>n/a</p> <p>Version Date</p> <p>3/2026</p> <p>PART I: SUMMARY OF POSITION</p> <p>This job assignment is accountable for serving as a member of the School Improvement Leadership Team and the District School Improvement Leadership Team.</p> <p>EARLY EDUCATION SILT: 4 staff members</p> <p>PFA (2) 1 Dual/1Non-Dual</p> <p>EL Resource or a Special Education Self-Contained teacher (1)</p> <p>PFAE (1) 1 Dual or Non-Dual</p> <p>The School Improvement Leadership Team (SILT) is responsible for assisting in the evaluation, planning, implementation, and monitoring of the School Improvement Plan. Additionally, connecting the work of the SILT to the work of the PLC by acting as a Professional Learning Community (PLC) lead through orientation of new members; organizing, facilitating, and collecting evidence of PLC work related to the four PLC questions:</p> <ul> <li>What do we expect our students to learn? </li><li>How will we know when they learned it? </li><li>How will we respond if they don't learn it? </li><li>How will we respond when they learn it or if they already know it?; </li></ul> <p>The responsibilities for members of the School Improvement Leadership Team include providing input on district initiative planning, collaborating in problem-solving, communicating information to their school administrators and staff, creating and delivering SIP-related professional development, and providing appropriate support for their teams for the successful implementation of district initiatives.</p> <p>PART II: MINIMUM KNOWLEDGE, SKILLS AND ABILITIES</p> <p>A. EDUCATION AND EXPERIENCE:</p> <p>Education</p> <ul> <li>Bachelor's degree from an accredited college or university, Master's degree preferred. </li><li>Minimum of (3) years of professional teaching experience in the content area </li></ul> <p>B. CREDENTIALS:</p> <ul> <li>Professional Educator Licensure with certification in the appropriate grade level/position </li></ul> <p>C. KNOWLEDGE, SKILLS AND ABILITIES:</p> <ul> <li>Considerable knowledge of curriculum development, implementation, and alignment to standards. </li><li>Knowledge of child development, learning theory, and diverse student academic and social-emotional needs. </li><li>Knowledge of instructional best practices, educational philosophy, and effective teaching methodologies. </li><li>Knowledge of assessment design, educational testing, and progress-monitoring systems. </li><li>Knowledge of Professional Learning Communities (PLC), Multi-Tiered Systems of Support/Response to Intervention (MTSS/RtI), and Positive Behavioral Interventions and Supports (PBIS). </li><li>Knowledge of state and federal accountability and school improvement requirements. </li><li>Skill in analyzing student work and multiple data sources to inform instructional decisions. </li><li>Skill in collaboration, consensus building, and facilitating productive team discussions </li><li>Skill in organization, time management, and long-range project planning. </li><li>Skill in interpersonal communication, including clear verbal and written communication with diverse stakeholders. </li><li>Skill in integrating instructional technology to enhance teaching and learning. </li><li>Ability to design and adapt curriculum, assessments, and instructional materials to meet diverse learner needs, including students with disabilities and multilingual learners. </li><li>Ability to lead, coach, and build capacity in peers through modeling, feedback, and professional learning. </li><li>Ability to create structured, positive learning environments and support effective classroom and behavior management practices. </li><li>Ability to demonstrate flexibility, cultural responsiveness, and alignment with district strategic priorities and initiatives. </li></ul> <p>PART III: ESSENTIAL FUNCTIONS</p> <p>The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.</p> <ul> <li> <p>Ability to commit to approximately 50 hours of meetings and follow-up work outside of school hours including:</p> </li><li> <p></p> </li><li>31.5 hours: Monthly meeting (approximately 1.5 hrs/19 meetings) <p></p> </li><li> <p>18.5 hours remaining for PD creation, classroom visits, check-in meetings, and other SILT related work.</p> </li><li> <p>Analyzes data for the grade level/content PLC meetings and for the School Improvement Leadership Team</p> </li><li> <p>Assists in the preparation, implementation, monitoring, and evaluation of the School Improvement Plan;</p> </li><li> <p>Contributes to writing and development of the School Improvement Plan;</p> </li><li> <p>Conducts classroom visits (Monthly classroom visits once a month to be connected to instruction across the building. 3 classroom visits are to be done during planning or lunch between 10-15 min with 1 hour plan at elementary and 43 min at middle school.)</p> </li><li> <p>Effectively facilitates PLC process in accordance with the four questions ("What do we want students to learn?" "How will we know they've learned it?" etc)</p> </li><li> <p>Focus on ensuring mastery and growth for all students;</p> </li><li> <p>Prepares briefings for the SILT as related to the work assigned to them.</p> </li><li> <p>Performs related duties as required</p> </li></ul> <p>PART IV: STAFF SUPERVISION</p> <ul> <li>n/a </li></ul> <p>THE ABOVE STATEMENTS ARE INTENDED TO DESCRIBE THE GENERAL NATURE AND LEVEL OF WORK BEING PERFORMED BY THE EMPLOYEE ASSIGNED TO THIS POSITION. THEY ARE NOT TO BE CONSTRUED AS AN EXHAUSTIVE LIST OF ALL JOB RESPONSIBILITIES AND DUTIES PERFORMED BY PERSONNEL SO CLASSIFIED.</p> <p>RLAS #116 IS AN EQUAL OPPORTUNITY EMPLOYER. IN COMPLIANCE WITH THE AMERICANS WITH DISABILITIES ACT, THE DISTRICT WILL PROVIDE REASONABLE ACCOMMODATIONS TO QUALIFIED INDIVIDUALS WITH DISABILITIES AND ENCOURAGE BOTH PROSPECTIVE AND CURRENT EMPLOYEES TO DISCUSS POTENTIAL ACCOMMODATIONS WITH THE DISTRICT WHEN NECESSARY.</p>