Elementary Lit & Language Interventionist & Specialist

Job Description

Job Description:\n\nThe OrganizationLighthouse Community Public Schools\nAt Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving TK-12 public charter schools whose goal is to be the highest performing schools in East Oakland. Our two schools serve over 1,600 students and are a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland.\nLearn more at OpportunityElementary Literacy & Language Interventionist & Specialist (26-27SY) — Competencies and Qualifications\nLighthouse Community Public Schools is looking for a talented individual who is passionate about language development and the science of reading to join our team for the coming school year who is relentlessly committed to ensuring that traditionally underserved students of color achieve our mission of completing college and securing a career of choice and to be lifelong changemakers. LCPS educators believe that this important mission is not only attainable; it is essential to transforming our Oakland community.\n\nThe role of the Elementary Literacy & Language Interventionist and Specialist (Teacher on Special Assignment/TOSA) is to improve language acquisition and reading outcomes in elementary school. This role will provide a variety of supports including providing professional learning experiences to teachers and Extended Learning Program (ELP) staff to support literacy and English Language Development instruction to young and struggling readers and English Learners across TK-5, including newcomers; teaching and managing systems that support Designated ELD and supporting the development of their English proficiency and overall reading development. This role collaborates with Shared Service leadership, school site leadership, general education teachers, and ELP coordinators to ensure continuity and quality of English language and reading instruction, science of reading aligned instruction and services. Lastly, this role supports and coordinates the testing and reclassification of English learners, and supports colleagues in successfully supporting English Learners and struggling readers in their classrooms by providing teacher coaching, modeling and direct teaching and intervention as appropriate.\nIf you are inspired by our mission and vision and want to be a changemaker in students’ lives here in Oakland, then please apply and join us!\n\nYou will embody the following Core Competencies to be an effective change agent:\n\n \n Be an anti-racist educator committed to educational justice as evidenced by respectful and supportive relationships, well-planned instruction, rigorous daily assessment, and daily opportunities for students to revise and refine their work.\n \n Facilitate cognitively engaging student-centered learning.\n \n Demonstrate a keen belief in and ability to create, collect and analyze achievement data to drive student learning and outcomes for all students\n \n Be a strong community builder and team collaborator\n \n Model and foster a growth mindset with agency, persistence, and flexibility\n \n Be a collaborative and responsible professional educator\n\nYour responsibilities will include:\nTeach MTSS Intervention/ ELD \n\n \n Teach, co-teach and model teach multiple sections of Reading Intervention and/or ELD courses that utilize research-based interventions and instructional strategies aligned with the Science of Reading and Response to Intervention (RtI) model for students who have been identified as below grade level in reading or English learners.\n \n Design and implement data-based reading intervention instruction and progress monitoring tools that result in improved student reading achievement.\n \n Facilitate implementation of adopted literacy curricula, including providing training to teachers\n\nCoach, Develop Adults, Culture and Teams\nLiteracy/ Science of Reading & English Language Development Coaching\n\n \n Provide coaching/ model lessons/real time coaching to all teachers in the areas of Structured Phonics and Phonemic Awareness Literacy aligned to the science of reading and English language development\n \n Observe, coach, co-evaluate and develop teachers and non instructional staff using knowledge of adult learning theory on literacy instruction, specifically grade level phonics and phonemic awareness, integrated and designated English Language Development strategies.\n \n Collect, analyze and leverage data to improve instruction and student outcomes\n \n Use designated times such as teacher common planning/ prep and/ or professional development time as scheduled to collaborate with classroom teachers to differentiate/ facilitate grade level/ content team meetings to support students with specific learning needs\n\nProfessional Development Facilitation \n\n \n Plan and implement professional development in Structured Phonics and Phonemic Awareness (aligned to the Science of Reading)\n \n Plan and implement professional development in English Language development in compliance with state and federal mandates.\n \n Supports Literacy in the content areas and reading intervention programs, weekly and monthly\n \n Leads English Language Development and Structured Phonics Strategic Plan vision on campus\n \n Supports Network Professional Development days by leading, and or facilitating sessions across campuses aligned to the Science of Reading and or English Language Development.\n\nNew Teacher Support\n\n \n Facilitate and support new teachers to LCPS with understanding and implementation of the Common Core State Standards\n \n Serve as the yearlong induction coach, complying with state and local requirements regarding induction and other teacher education programs (eligible for stipend as required)\n\nManagement & Monitoring of Phonics and ELD Programs & Student Outcomes\nData Analysis\n\n \n Uses Aimsweb/ Dibels, NWEA/ MAP or other assessment data as determined by LCPS shared services team to monitor, evaluate and adjust instructional strategies and curriculum implementation.\n \n In partnership with the Shared Services and Leadership Team analyzes disaggregated data to better support multilingual learners not limited to but including RFEP, LTEL’s, EL’s and/or Ever EL’s in service of reclassification goals, and other network strategic plan initiatives\n \n Exhibits the highest level of professionalism and urgency driven by an understanding of our student and community needs.\n\n Curriculum & Assessment Materials\n\n \n In partnership with Shared Services, Director of Elementary Academics audit curriculum needs at minimum biannually in service of advocating for teacher and student outcomes\n \n In partnership with Shared Services, Director of Assessment and Data Distributes and mails any in-bound or outbound materials from the state of CA that apply to testing, such as K-2 writing booklets.\n\nCoordinate and Support Testing\n\n \n Supports K-5 reclassification by ensuring teacher input and family meeting\n \n Coordinate K-5 reclassification or student opt out meetings for ELD program and upload all applicable documents.\n \n Collaborates with core classroom teachers to support English Language Learners, utilizing knowledge and adult learning theory and cycles of data analysis and reflection to improve instructional practices and meet strategic plan goals.\n\nServe as a Member of the Leadership Team\n\n \n Contributes to building a strong, collaborative, equity-focused adult learning community, including supporting, leading professional development for staff in the areas of english language development and aligned to the science of reading specifically for the foundational skills block and explicit whole group and small group phonics instruction\n \n Serve on and support the facilitation of the elementary ILT and other leadership teams as needed as the lead on literacy, ELD, and intervention.\n \n Participate in RTI/ MTSS/Leadership Team to engage in regular and ongoing analysis of student attendance, behavior and academic data to develop and implement early intervention strategies to students all students in being college and career ready\n \n Support the COST process for individual students, identifying potential supports and drafting intervention plans in collaboration with teachers\n \n Develop and maintain strong professional relationships with staff, students, and families\n \n Complies with all school and LCPS obligations, policies, and expectations, including abiding by all state and federal mandates in reporting sexual or physical abuse and neglect.\n \n Other duties as assigned\n\nMINIMUM QUALIFICATIONS:We would love to hear from you if your educational toolbox includes the following:\n\n \n B.A. or B.S. required; Master’s Degree in Education preferred\n \n Valid California teaching credential required (or appropriate out of state teacher licensure being transferred to CA), RLLS or Reading Specialist certification/MA, preferred\n \n Successful reading intervention and ELD teaching experience, required\n \n 3+ years teaching in an urban school environment and K-8 setting, highly preferred\n \n 2+ years of coaching and/or school leadership experience preferred\n \n Experience with curriculum planning and data-analysis\n \n Experience with Google apps, preferred\n \n Bilingual in Spanish, a plus\n\nEnvironmental Requirements–\nAble to work in:\n\n \n Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings\n \n Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events\n \n Airconditioned and heated environments under fluorescent lighting.\n\nPhysical Demands:\nAbility to: See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Teachers may need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in student safety situationssituations involving student safety. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS.\nTIME COMMITMENT:\nThis position is 1.0 FTE (full-time exempt) and follows a 10-month work year (190 days) with significant student-free days for professional learning and collaboration with colleagues and interaction with families. Includes up to 2 weeks of summer planning & PD required with exact schedule to be determined in conjunction with supervisor (eligible for up to 10 days of summer PD stipend-$200/day)\nCommon Building Hours: All teachers are expected to maintain common building hours for their school site. These may be subject to change for the 2026-27SY:\n\n \n Campus Building Hours: 8:00 - 5:00 pm M-F\n \n Occasional evening events during the year including start of year Icecream Social, Back to School Night, Expo, and other events identified by the school calendar in advance\n \n Up to 2 weeks of summer planning & PD required with exact schedule to be determined in conjunction with supervisor (eligible for up to 10 days of summer PD stipend-$200/day)\n\nSUPERVISION \nThis position reports to the Principal Designee.\n\n OUR COMPENSATION PACKAGE: \nAt Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA).\n\nTO APPLY:\nPeople of color are strongly encouraged to apply.\nInterested candidates should submit:\n\n \n Resume\n \n Cover Letter--Describing why you are an optimal fit for this position and your philosophy of teaching that describes how your instruction and leadership would support students in achieving the Lighthouse mission\n \n 3-5 references with Name, Email, Phone Number and Title/nature of the working relationship (Two of which should be current or previous supervisors of your role).\n \n A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school.\n\nApplication submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site or via Zoom.\nLighthouse Community Charter School is an equal opportunity employer committed to diversity at all levels.\n#LI-AC1