Gifted Program Support Specialist

Posting Date

Apr 25, 2025, 3:30:21 PM

Central-42 West Madison Street (Adv Learning and Specialty Prg)

CPS Non-Union Job Grade : SG1

Non-Union Position

Exempt

Chicago Public Schools (CPS) is a district on the rise, serving over 320,000 students in 500+ schools and employing over 44,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world‑class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity.

Six core values are embedded within these commitments – student‑centered, whole child, equity, academic excellence, community partnership, and continuous learning.

The Department of Advanced Learning and Specialty Programs (ALSP) serves as a catalyst to empower learners to be successful and positive contributors in their school community, post‑secondary pathways, and life. Through programmatic support and collaborative partnerships, ALSP provides equitable access to high‑quality, student‑centered programs (Advanced Placement, Gifted, International Baccalaureate, Magnet, and Personalized Learning) that develop the interests, strengths, and talents of our learners.

Reporting to the Senior Program Manager, the Gifted Program Support Specialist will collaborate closely with other Program Support Specialists to ensure a coherent vision for PreK‑12 teaching and learning is scaled throughout all program focus schools. The primary objective of the Gifted Program Support Specialist is to ensure that the support provided by the Office of Teaching and Learning improves both the school‑level conditions and the student experience and outcomes aligned to the CPS Instructional Core Vision through the lens of the programmatic focus area.

The Department of Advanced Learning & Specialty Programs challenges gifted and talented students through either whole‑school models or programs and services within existing schools. Students may apply and test into selective enrollment elementary schools. The Gifted Program Support Specialist will be charged with supporting district gifted schools (e.g., Regional Gifted Centers, Regional Gifted Centers for English Learners, Classical Schools, Academic Centers) as well as schools that provide services in neighborhood gifted programs, in the implementation of their respective programs, including Comprehensive Gifted Programs and the Specific Aptitude Program.

This is a full‑time, exempt position that will be paid for time worked on a salary basis.

• Design and facilitate professional learning for a variety of internal and external stakeholders that deepens their understanding of CPS Instructional Core and program‑specific practices to support it
• Ensure that professional learning content for CPS Network Chiefs/Deputies, Instructional Support Leaders (ISLs), school leaders, central office instructional leaders, external partners, and other educators successfully achieves the following:
• Leads educators in developing, implementing, and refining network‑specific professional learning plans that ensure district‑wide learning is prioritized and supported within each programmatic focus area
• Builds their capacity in supporting school leaders and teacher leaders with program‑specific learning
• Prepares them to lead school‑based learning through coaching, team meetings, workshops, etc.
• Ensure that professional learning for Teachers and Teacher Leaders fulfills the following:
• Supports them in effectively contributing to their schools’ Instructional Leadership Teams
• Builds their capacity for leading their colleagues in program‑specific learning and reflection grounded in student learning
• Collaborate with classroom teachers, school‑based instructional teams, school leaders, and external partners to design and execute a school‑based vision, CIWP, and a robust plan for implementing the school’s program model
• Monitor the fidelity of…