Literacy Specialist

Literacy Specialist

The Literacy Specialist supports the implementation of a comprehensive Multi-Tiered System of Supports (MTSS) framework focused on improving literacy achievement for students in grades 3-5. This position aligns to Section 21h funding priorities by supporting literacy acceleration, evidence-based interventions, data-driven instructional systems, and equitable access to high-quality literacy instruction and support services. The Literacy Specialist works collaboratively with teachers, interventionists, instructional coaches, and administration to strengthen Tier I instruction, coordinate literacy-based RTI systems, oversee intervention implementation, monitor student progress, and improve literacy outcomes for students performing below grade level. This role includes direct oversight and support of Title Tutors and intervention staff to ensure interventions are evidence-based, aligned to student need, and implemented with fidelity.

Position Responsibilities:

• Coordinate and support the implementation of the building's literacy-based MTSS/RTI framework for grades 3-5
• Identify students in need of Tier II and Tier III literacy interventions using district screening, benchmark, and progress monitoring data
• Support the implementation of evidence-based literacy interventions aligned to the Science of Reading and Michigan literacy legislation
• Oversee and support Title Tutors and intervention staff to ensure intervention fidelity and alignment to district expectations
• Develop systems and schedules to maximize literacy intervention services and student access to support
• Participate in SST and MTSS problem-solving meetings to develop targeted intervention plans for students
• Ensure interventions address foundational literacy skills, fluency, vocabulary, comprehension, and writing needs
• Support equitable access to literacy intervention services for students most at risk academically

Data Analysis and Progress Monitoring:

• Collect, analyze, and utilize literacy data including STAR Reading, STAR CBM, Amira, common formative assessments, and district literacy measures
• Support staff in using assessment data to identify instructional needs and monitor intervention effectiveness
• Maintain intervention documentation and progress monitoring systems for students receiving literacy support
• Assist in monitoring literacy outcomes aligned to district improvement goals and partnership agreement targets

Instructional Coaching and Professional Learning:

• Support teachers in strengthening Tier I literacy instruction and grade-level instructional practices
• Model lessons and instructional strategies aligned to evidence-based literacy practices and district curriculum
• Collaborate with teachers to revise lessons for rigor, clarity, accessibility, and student engagement
• Provide job-embedded coaching and professional learning related to literacy instruction, intervention practices, small group instruction, and progress monitoring
• Assist teachers in implementing explicit instruction, vocabulary development, fluency instruction, comprehension strategies, and writing supports

Collaboration and Family Engagement:

• Meet regularly with building administration to review intervention systems, literacy data, and implementation progress
• Collaborate with PLC teams to analyze student data and develop instructional responses aligned to grade-level standards
• Support communication with families regarding student literacy progress and intervention plans
• Provide families with literacy resources and strategies to strengthen home-school literacy connections
• Assist with literacy-related family engagement activities and events

Additional Responsibilities:

• Support after-school and summer literacy programming as needed
• Assist in implementing district literacy initiatives and state literacy requirements
• Participate in professional development related to literacy, MTSS, intervention systems, and instructional improvement
• Maintain confidentiality and professionalism in all interactions
• Perform additional 21h-related duties as assigned by administration

Qualifications:

• Valid Michigan Teaching Certificate
• Master's degree in Reading, Literacy, Curriculum & Instruction, or related field preferred
• Minimum of three years successful teaching experience preferred
• Demonstrated success improving literacy outcomes for students

Knowledge/Skills/Abilities:

• Knowledge of Science of Reading instructional practices and intervention systems
• Strong understanding of MTSS/RTI systems and evidence-based literacy practices
• Experience analyzing assessment data to drive instructional and intervention decisions
• Demonstrated leadership and collaboration skills
• Ability to effectively communicate with staff, students, families, and community stakeholders
• Demonstrated proficiency with educational technology and student data systems
• Commitment to equity, continuous improvement, and high expectations for all students
• Experience supporting upper elementary literacy interventions
• Experience with STAR CBM, STAR Reading, Amira, and progress monitoring systems
• Experience facilitating PLCs or providing instructional coaching
• Knowledge of evidence-based intervention programs and literacy acceleration strategies
• Experience coordinating intervention staff or Title-funded support services

Core Competencies:

• Accountability
• Collaboration
• Innovation
• Professionalism
• Rigor
• Tenacity
• Transparency
• Urgency
• Equity-Focused Leadership

This position is funded through Section 21h and is intended to support partnership agreement goals focused on literacy improvement, intervention support systems, and improved academic outcomes for students. Salary: $51,500 - $87,883 SCHOOL SAFETY CLEARANCE: The successful candidate will be subject to a fingerprint and background check as a condition of employment. All fees required for this check (estimated $73) will be the responsibility of the successful applicant. The Battle Creek Public School District is an equal opportunity employer and will not discriminate on the basis of race, color, handicap, sex, age, religion, national origin, weight, height, or marital status in its employment practices.