Instructional Technology Facilitator

General Definition of Work

The Instructional Technology Facilitator (ITF) champions the integration of technology in educational settings, aligning efforts with the ISTE Standards, North Carolina Digital Learning and Media Inventory (NCDLMI), and current educational best practices. This role involves leading, supporting, and pioneering the adoption of digital tools and learning models to enhance instruction and student achievement.

 
Qualification Requirements

• Education and Experience: Bachelor’s Degree in Education, Instructional Technology, or related field, with preferred experience in educational technology
• Certifications and Skills: Prociency in contemporary educational technologies and digital platforms, with a thorough understanding of the ISTE Standards, North Carolina Digital Learning Plan, and Exceptional interpersonal, communication, and presentation abilities, with a knack for collaborative work.
• Demonstrated ability to lead and coach adult learners, fostering professional growth and promoting an engaging learning
• Physical Requirements: Capable of managing digital learning spaces and occasionally handling tech equipment up to 10 pounds.
• Special Requirements: Must possess or be eligible for relevant professional certi?cations, such as the North Carolina Teaching Endorsement in K-12 Computer Education or Instructional Technology Specialist-Computers.

Essential Functions

• Leadership and Vision: Collaborate with administrative and teaching staff to cultivate and implement a strategic vision for digital learning, ensuring alignment with ISTE Standards and the North Carolina Digital Learning Plan. Spearhead initiatives that integrate computational thinking and digital citizenship across the
• Professional Development: Design and facilitate professional learning opportunities that empower educators to integrate technology into their instructional practices effectively, focusing on improving student engagement and learning Provide ongoing coaching and support for educators to support the sustainability of technology integration and practices through professional learning communities (PLC) or one on one coaching. Coaching should be in alignment and supportive of the district’s strategic plan and the school’s improvement plan.
• Curriculum Support and Development: Aid in the development, evaluation, and enhancement of technology-enriched learning experiences that comply with state standards, stimulate creativity, promote problem-solving skills, and advance digital literacy among Support and monitor the implementation of core instructional practices including but not limited to the CCS Instructional Frameworks, Science of Reading, Mathematical Practice and Concepts, etc.
• Digital Learning Environment Management: Oversee the selection and utilization of educational technology tools and resources, advocating for equitable access to technology and digital content for all students and fostering an inclusive learning environment.
• Data-Driven Practice: Employ data from the NCDLMI and other relevant sources to guide instructional technology initiatives, evaluate the impact of technology integration, and support evidence-based decision-making at the school level. Collaborate with educators to leverage data to inform instructional decisions, personalize learning experiences, and monitor student progress towards mastery of state standards and learning objectives. Manage, analyze, and utilize student data in order to assist school teams in making core instructional decisions.

• Community and Global Collaboration: Encourage and facilitate collaboration among students, educators, and the global community through digital platforms, nurturing global awareness and cultural understanding.
• Digital Citizenship Advocacy: Model and advocate for responsible and ethical use of technology, educating students and staff on digital citizenship principles to ensure a respectful and secure online learning environment that aligns with district and state privacy policies.

Special Requirements
• Must hold or have the ability to attain a North Carolina Teaching Endorsement in K-12 Computer Education or Instructional Technology Specialist-Computers.
Disclaimer
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

Physical Requirements
• This work requires the occasional exertion of up to 10 pounds of force.
• Work regularly requires speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires sitting and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting.
• Work has standard vision requirements.
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word.
• Hearing is required to perceive information at normal spoken word levels.
• Work requires preparing and analyzing written or computer data, operating machines, operating motor vehicles or equipment and observing general surroundings and activities.
• Work occasionally requires exposure to outdoor weather conditions.
• Work is generally in a moderately noisy location (e.g. business office, light traffic).

Salary
State Salary Schedule
Reports to School Administrator