Roles and Responsibilities of AEI Teachers

• Accelerated and Enriched Instruction Support Teacher
• Gifted and Talented Teacher – Title I Schools

The Accelerated and Enriched Instruction Support Teacher

The 0.4 FTE Acceleration and Enriched Instruction Support Teacher (AEIST) position is intended to address student and staff needs to focus on increasing access to enriched and/or accelerated curriculum.

The positions are allocated to middle schools in March for the next school year using the following models:

• Middle Schools with Content Specialists, Resource Teachers, and Team Leaders
  • A 0.4 FTE is added for AEIST

Goals

The goals of the AEIST position are the following:

• monitor participation and progress of students in the Focus Groups of the Equity Accountability Model in rigorous/advanced academic courses;
• provide school-based staff members with professional development of differentiated instructional strategies and parental support within the middle school program of studies;
• support instructional leadership, the grade level identified instruction, and activities within the school, community, and system; and
• assist with the articulation process to identify students with potential access to advanced coursework and pathways.

Roles and Responsibilities of the AEIST:

• Articulation Process
  • Ensure that students enrolled in enriched and/or accelerated coursework in Grade 5 have the necessary support in place during the transition to middle school and throughout their middle school years.
• Monitoring Student Performance
  • Analyze data monitoring tools to identify and determine the instructional needs of specific students, particularly students within historically underrepresented populations.
  • Collaborate with school-based departments to review student participation and performance data and Student Learning Objectives to monitor and address potential gaps in performance.
• Professional Development
  • Actively participate in the AEIST Professional Learning Community, facilitated by Accelerated and Enriched Instruction, to develop strategies for differentiated and culturally responsive instruction, and best practices for meeting the needs of advanced learners in middle school.
  • Implement school-based professional learning and share best practices for meeting the needs of advanced learners.

Roles and Responsibilities of the AEIST:

When selecting an AEIST, carefully consider the following criteria:

• Ability to analyze performance data using a variety of monitoring tools to develop an action plan that outlines the implications for instructional decision-making and implementation.
• Ability to serve as a resource and peer coach to staff members across content areas.
• Demonstrate effective communication and collaboration skills.
• Possess the knowledge and skills to coach and deliver professional learning around differentiation, culturally responsive instruction, and meeting the needs of the highly able students.
• Provide advocacy for historically underrepresented students.

Gifted and Talented Teacher – Title I Schools

Position Description

This .5 position focuses on providing challenging instruction and support early and consistently to students who demonstrate the potential for above grade level performance. The priority focus for this position will be on instruction for primary students in Grades K-2 and consultative services for staff in Grades 3-5.

Title I GT teachers will:

• provide acceleration/enrichment through challenging content instruction to students with potential or strengths in specific content areas;
• provide instructional support to enable other classroom teachers to accelerate students through use of appropriate curriculum components and differentiation strategies;
• implement an early identification process to find students’ emerging strengths in a variety of academic and talent areas; and
• develop an innovative parent outreach and information plan to acquaint parents with programming opportunities.

Background and experience should consist of:

• two years outstanding classroom teaching experience that may include experience in working with diverse gifted and talented students at both the primary and/or upper elementary levels
• interest or experience in designing effective parent outreach and student support projects. Familiarity using data to plan instruction
• experience with some of the following program models: Junior Great Books, William and Mary Reading/Language Arts Program, Program of Assessment, Diagnosis, and Instruction (PADI), Hands-on Equations, a talent development model, Destination Imagination (formerly Odyssey of the Mind), William and Mary Problem-based Learning Science Program or Math Olympiad

Roles and Responsibilities are to:

• provide direct services to students needing more challenging instruction and support;
• analyze student data to identify emerging strengths and programming recommendations;
• collaborate with staff development teacher to model instructional strategies and curriculum components with staff;
• implement an early identification through instruction model to find and program for student potential in academic, leadership, and talent areas;
• develop a continuum of services within each school to support the achievement of gifted and talented students;
• provide on-going monitoring of student performance within this continuum of services; and
• develop a comprehensive parent communication program about services for gifted and talented students and student/parent support in applying for academic and extracurricular opportunities.