Elementary Curriculum Lead

Clinton City Schools
Job Description

Reports to: Executive Director of Instructional Services
Terms of Employment: 11 months
Salary: NC Teacher Salary Scale, Master’s

Nature of Job

The demands of twenty-first-century elementary education require instructional leaders who are knowledgeable, reflective, data-driven, and skilled in building teacher capacity. The Elementary Curriculum Lead supports elementary teachers in the effective implementation of high-quality, research-based instructional practices aligned with the North Carolina Standard Course of Study (NCSCOS), district instructional priorities, and state accountability requirements.

This position focuses on strengthening instruction in grades K–5, improving student achievement, supporting teacher effectiveness, and promoting consistent implementation of curriculum, assessment, intervention, and instructional planning. The Elementary Curriculum Lead serves as a coach, collaborator, professional learning facilitator, and instructional resource for teachers, school administrators, and district leadership.

Education & Experience

Bachelor’s degree in Elementary Education or a related field required; Master’s (MSA) degree preferred.
Valid North Carolina Professional Educator’s License required.
Minimum of five years of successful classroom teaching experience at the elementary level.
Demonstrated effectiveness in improving student learning outcomes.
Experience with curriculum planning, instructional coaching, mentoring, professional development, or PLC facilitation preferred.
Knowledge of early literacy, foundational reading skills, math instruction, science, social studies, assessment practices, MTSS, and elementary instructional best practices preferred.
Knowledge of North Carolina elementary standards, Read to Achieve requirements, and state accountability expectations preferred.

Knowledge, Skills, and Abilities

The Elementary Curriculum Lead should demonstrate:

Extensive knowledge of the North Carolina Standard Course of Study for elementary instruction.
Strong understanding of elementary curriculum, instructional practices, assessment systems, and student achievement measures.
Knowledge of research-based instructional strategies in literacy, mathematics, science, social studies, writing, and integrated instruction.
Strong understanding of early literacy, phonemic awareness, phonics, fluency, vocabulary, comprehension, written expression, and evidence-based reading practices.
Knowledge of elementary mathematics instruction, number sense, problem-solving, mathematical reasoning, fluency, conceptual understanding, and application.
Ability to analyze local, state, and national data to identify trends, instructional gaps, and areas for improvement.
Ability to support data-driven decision-making aligned with school improvement plans and the district strategic plan.
Knowledge of formative and summative assessment practices, benchmark assessments, mCLASS, diagnostic tools, End-of-Grade assessments, and progress monitoring.
Strong understanding of professional learning communities, collaborative planning, intervention planning, and instructional coaching.
Ability to design, organize, and deliver high-quality professional development for elementary teachers and instructional staff.
Knowledge of adult learning theory and strategies for supporting teacher growth.
Ability to provide job-embedded coaching, feedback, modeling, and instructional support in a professional and confidential manner.
Effective organizational, planning, communication, and time-management skills.
Proficiency with instructional technology, Microsoft Office Suite, Google Workspace, student data systems, digital curriculum platforms, and district-approved instructional tools.
Strategic problem-solving skills and the ability to use multiple data sources to guide instructional improvement.
Ability to support culturally responsive teaching, inclusive practices, differentiated instruction, and instruction that reflects multiple perspectives.
Ability to motivate, inspire, and build professional capacity among teachers and school teams.
Ability to establish and maintain effective working relationships with administrators, teachers, students, parents, district personnel, and community partners.
Strong oral and written communication skills.
Ability to maintain confidentiality and exercise sound professional judgment.

Essential Duties and Responsibilities

The duties listed below are intended to describe the general nature and level of work performed. The omission of specific duties does not exclude them if the work is similar, related, or a logical assignment to the position.

Instructional Support & Coaching

Provide job-embedded coaching and instructional support to elementary teachers in grades K–5.
Assist teachers with planning lessons and units aligned to the North Carolina Standard Course of Study, district pacing guides, curriculum expectations, and assessment requirements.
Support the implementation of high-quality, research-based instructional strategies across elementary content areas.
Model effective instructional practices, including explicit instruction, guided practice, small-group instruction, differentiation, student engagement strategies, questioning techniques, and formative assessment.
Support teachers in developing rigorous, standards-aligned lessons that promote critical thinking, problem-solving, collaboration, communication, and real-world application.
Assist teachers in using data to identify student learning gaps and adjust instruction accordingly.
Provide support with lesson planning, unit design, curriculum mapping, instructional resources, and assessment alignment.
Collaborate with teachers and administrators to improve classroom instruction and student achievement.
Support beginning teachers, new teachers, lateral entry teachers, and teachers needing additional instructional support.
Provide professional feedback to teachers in a manner that promotes growth, reflection, and improved instructional practice.
Assist teachers with implementing effective classroom instructional routines, gradual release models, literacy blocks, math blocks, intervention blocks, and enrichment opportunities.

Literacy, Reading, and Foundational Skills Support

Support the implementation of evidence-based literacy practices aligned with the Science of Reading and North Carolina literacy expectations.
Assist teachers with instruction in phonemic awareness, phonics, fluency, vocabulary, comprehension, writing, and oral language development.
Support teachers in using reading assessment data to plan targeted instruction and intervention.
Assist with mCLASS, reading diagnostics, progress monitoring, and instructional grouping.
Support teachers in planning small-group reading instruction and differentiated literacy instruction.
Assist with Read to Achieve requirements, documentation, instructional planning, and summer reading support as assigned.
Promote strong literacy practices across all elementary content areas.
Provide support for students requiring literacy intervention, enrichment, or additional instructional support.

Mathematics Instructional Support

Support the implementation of research-based elementary mathematics instruction aligned with the North Carolina Standard Course of Study.
Assist teachers with developing lessons that build conceptual understanding, procedural fluency, problem-solving, reasoning, and application.
Support the use of manipulatives, visual models, math discourse, number talks, problem-based learning, and real-world math applications.
Assist teachers with analyzing math assessment data to identify student needs and plan targeted instruction.
Support intervention and enrichment strategies for students performing below, at, or above grade level.
Collaborate with teachers to strengthen math fluency, number sense, and grade-level mastery.

Professional Development

Design and deliver professional development for elementary teachers based on district goals, school improvement plans, student data, and instructional needs.
Provide training on curriculum standards, instructional strategies, assessment practices, data analysis, intervention planning, literacy instruction, mathematics instruction, and digital instructional tools.
Facilitate professional learning communities focused on student achievement, curriculum alignment, and instructional improvement.
Support teachers in implementing district-adopted curriculum programs, instructional resources, technology platforms, and assessment systems.
Assist with onboarding and instructional support for new elementary teachers.
Collaborate with school and district leaders to identify professional development needs and create targeted support plans.
Promote continuous professional growth, reflective practice, and instructional excellence among elementary staff.

Data Analysis & Progress Monitoring

Assist teachers, school leadership teams, and district administrators in analyzing student performance data.
Support the review and interpretation of formative assessments, benchmark data, mCLASS data, diagnostic assessments, EOG data, intervention data, attendance data, and other relevant indicators.
Help identify instructional strengths, learning gaps, and trends across grade levels, classrooms, subjects, and student subgroups.
Assist in developing targeted intervention and enrichment strategies based on student data.
Support MTSS teams by assisting with academic intervention planning, progress monitoring, documentation, and instructional adjustments.
Monitor the effectiveness of instructional strategies, interventions, and curriculum implementation.
Provide data summaries, reports, and recommendations to district and school leadership as requested.
Support schools in using data to improve student outcomes and meet district and state accountability expectations.

Curriculum Alignment & Elementary Programming

Support the alignment of elementary curriculum, instruction, and assessment with the North Carolina Standard Course of Study.
Assist with curriculum mapping, pacing guides, instructional resources, common assessments, and unit planning.
Support vertical and horizontal alignment across grade levels and elementary schools.
Collaborate with teachers, instructional assistants, interventionists, school administrators, and district staff regarding elementary instructional needs.
Support instructional planning related to literacy, mathematics, science, social studies, writing, intervention, enrichment, and academic support programs.
Assist with reviewing elementary curriculum data, student performance, and program effectiveness.
Provide guidance and support related to instructional materials, curriculum resources, and digital learning tools.
Support elementary scheduling conversations as they relate to intervention blocks, literacy instruction, math instruction, enrichment, and student support.

Collaboration & Communication

Collaborate with principals, assistant principals, district curriculum leaders, instructional coaches, teachers, interventionists, exceptional children staff, multilingual learner staff, and other stakeholders to support elementary instruction.
Serve as a resource for curriculum, instruction, assessment, intervention, instructional technology, and elementary best practices.
Maintain consistent communication with school and district leadership regarding instructional needs, teacher support, student data, and recommendations.
Participate in district-level and school-level meetings related to curriculum, instruction, accountability, MTSS, literacy, mathematics, and school improvement.
Build positive professional relationships that support trust, collaboration, and continuous improvement.
Communicate clearly and professionally with staff, administrators, students, parents, and community stakeholders as appropriate.
Maintain confidentiality regarding student records, personnel matters, instructional concerns, and district information.

Program Coordination

Assist with the coordination and implementation of district elementary curriculum initiatives.
Support district instructional programs designed to improve student achievement and teacher effectiveness.
Assist with Read to Achieve requirements, summer reading camp planning, intervention programs, enrichment opportunities, and other academic programs as assigned.
Support planning and implementation of district-level professional development for elementary staff.
Assist schools with instructional planning related to state assessments, grade-level expectations, academic interventions, and student success initiatives.
Coordinate with district and school teams to ensure instructional practices are aligned with district goals and state requirements.
Support family engagement opportunities connected to literacy, mathematics, academic growth, and student success when assigned.

Other Responsibilities

Stay current on educational research, elementary instructional practices, North Carolina standards, literacy requirements, assessment expectations, and accountability measures.
Maintain professional licensure and participate in ongoing professional growth opportunities.
Demonstrate professionalism, integrity, confidentiality, and ethical conduct in all duties.
Support district initiatives and school improvement efforts as assigned.
Perform other duties as assigned by the Executive Director of Instructional Services, Superintendent, or designee.

Disclaimer

This job description is intended to outline the general nature and level of work performed within this role. It is not intended to be an exhaustive list of all duties, responsibilities, or qualifications required of employees assigned to this position. Duties may be revised as needed to meet the instructional, operational, and strategic needs of Clinton City Schools.

WORKING CONDITIONS

Physical Demands

Work is considered light physical work requiring the exertion of up to 50 pounds of force. The employee may be required to sit, stand, walk, bend, lift, carry, reach, speak, hear, and use technology for extended periods of time.

Work Environment

Employees in this position are required to work in indoor and outdoor environments and may come into direct contact with Clinton City Schools staff, students, parents, community members, and the public. The position may require travel between school sites and attendance at meetings, professional development sessions, family engagement events, and district activities.

ACKNOWLEDGEMENTS

The following signatures acknowledge that the supervisor has verified the accuracy of the position description, has discussed position requirements with the employee, and has advised the employee of work performance expectations.

Reviewed by:

Employee’s Signature: ______________________________________

Date: ____________________________________________________

Approved by:

Supervisor’s Signature: ____________________________________

Date: ____________________________________________________

The completed and signed position description shall be maintained at the employee’s work location, reviewed with the employee by the immediate supervisor, revised as required, and serve as the basis for work expectations and performance evaluation.