Become a PRPIL Instructional Consultant

Becoming a PRPIL Instructional Consultant is not only an opportunity to strengthen your pedagogical skills; it also enhances your observational and feedback skills - particularly if you are interested in becoming an administrator in the future. And what’s more, you earn PDPs while also getting paid.

So, if you are currently in a coaching, team lead, or administrator role -  or you may be a teacher with flexibility in your schedule  – and you are looking for a highly rewarding challenge, then you might just be the perfect PRPIL Instructional Consultant.

Aside from the pedagogical opportunities inherent with being an Instructional Consultant, your compensation plan includes a stipend of $900 per teacher candidate (paid on completion of the licensing process.)

 

Is it right for you?

To become an Instructional Consultant you must be:

• A National Board-Certified teacher or a teacher who holds a Master’s degree in teaching or a related field.
• Passionate about supporting teaching in understanding how to create equitable learning environments for all students through intentional planning and teaching.
• Able to observe and meet candidates during school hours. 

 

What it means to be an Instructional Consultant

Instructional Consultants (ICs) provide support and mentorship to PRPIL teaching candidates and play a vital role in the growth and development of new teachers in the PRPIL program. ICs are assigned to and work with participating teachers, serving as the teacher's primary resource for guidance during the program.

The IC’s responsibility is to observe and support the teacher’s ability to demonstrate competence in a selection of elements from the Professional Standards for teachers, using the Candidate Assessment of Performance process (CAP). The PRPIL Program is based upon two main forms of data - classroom observations and review of the teacher’s e-portfolio.

For each assigned teacher, your responsibilities include:

• Participating in all 3-way meetings with the teacher and mentor teacher
  There will be 3 of these meetings – the first is to introduce yourself and discuss the program requirements and forms and create an observation schedule; the second meeting is a review of the formative assessment with candidate and check on progress of portfolio; the third meeting is a review of the summative assessment, review the completed portfolio and sign off on CAP forms.
• Conducting announced observations 
  You’ll conduct a minimum of three announced observations to observe the teacher’s ability to demonstrate selected competencies as outlined in the CAP process (Candidate Assessment of Performance).
• Conducting post-observation meetings
  You’ll provide oral and written feedback with the teacher and mentor teachers within 24-48 hours, in-person or virtually, to develop tangible goals that the teacher will work on between observations.
• Assisting the teacher in the development of an electronic portfolio
  The portfolio is the ‘capstone’ project which will allow the candidate to provide evidence of their understanding of Massachusetts teaching and learning standards as outlined by the CAP process.
• Collaborating with the mentor teacher 
  You’ll provide formative and summative ratings for the teacher.
• Attending PRPIL-related training throughout the school year
  We offer training opportunities for our ICs, in an effort to build their capacity. 

Typically, ICs spend 2 – 3 hours each week fulfilling their duties. Along the way, your Program Director is there to support you, through monthly information sessions, email, and one-to-one support.