Literacy Program Specialist - 26/27 SY

DEFINITION

The Foundational Literacy Coach is responsible for assisting teachers in the implementation and effective delivery of scientifically based reading instruction with a focus on Tier 1/Core. Coaches will provide appropriate services to their assigned school for a cohesive, sustained, intensive, and classroom focused approach that is rigorous, engaging, and relevant for students. Literacy coaches will provide a non-threatening, open, professional, and collaborative work relationship with district/charter-level school personnel, other school-based coaches, principals, and teachers. They will be required to use data to effectively identify the needs of the assigned school to prioritize, schedule, organize, and provide technical assistance that builds educator capacity to provide effective literacy instruction so that students meet age and grade level literacy expectations by the end of 3rd grade and beyond.

REPORTS TO

Building principal and Director of ELA and Language Acquisition

ESSENTIAL FUNCTIONS

(Essential functions, as defined under the Americans with Disabilities Act, may include the following tasks, knowledge, skills and other characteristics. This list of tasks is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and tasks performed by positions in this class).

TASKS

Provide information and training to teachers in a variety of settings (e.g., whole group staff development, grade level meetings, one-on-one). Model and co‑teach instructional strategies and techniques. Support teachers in implementation of new skills through instructional or facilitative coaching. Observe new and experienced teachers in the classroom during the reading instructional tiers to provide specific one‑on‑one feedback regarding evidence‑based practices to individual teachers during the coaching conferencing process. Assist in planning and implementation of a 90 to 120‑minute K‑3 literacy block with an emphasis on phonemic awareness, phonics, comprehension, vocabulary, fluency, in addition to oral and written language. Provide professional learning opportunities related to core and intervention instruction. Support teachers to deepen their understanding of content knowledge, evidence‑based reading strategies, and how to use a variety of assessments to monitor student achievement. Maintain records related to coaching cycles, professional development, and data related to early literacy screening. Meet with the school administration and leadership team on a regular basis to examine school data and assist in school‑wide planning and implementation of meaningful literacy professional learning opportunities. Support the development of the MOWR literacy plan as a member of the school literacy team. Engage in reading data conversations with teachers and assist in goal setting, data/evidence collection and analysis, instruction, and assessment. Support teachers' collaborative work to plan reading lessons, small group differentiation, and interventions. Align efforts to the school's mission, vision, and literacy plan as they coincide with current reading research. Stay informed of latest reading research. Build trusting and respectful relationships. Maintain a high level of ethical behavior and confidentiality. Recognize and celebrate accomplishments of all teachers. Continue to build knowledge and understanding of evidence‑based practices in early literacy and coaching. Network with other literacy coaches.

KNOWLEDGE, SKILLS AND OTHER CHARACTERISTICS

Evidence‑based research in the areas of reading, writing, listening, and speaking, and language. Essential components of reading instruction and science of reading and structured literacy. Move On When Reading legislation. Arizona's ELA Standards and Arizona's English Language Proficiency Standards. Literacy assessment systems, practices, and types. Effective strategies in working with adult learners. Evidence‑based practices in literacy. Experience in literacy instruction, literacy intervention, and development of and/or implementation of instructional literacy resources. Reading processes, acquisition, assessment, and instruction. Scientifically reading research and its application to effective classroom instruction, structure, and practices, as well as intervention; MTSS model, and data analysis and application.

SKILLS

Systematic, explicit, instructional delivery. Experience providing professional development and technical assistance directly to school and district/charter staff. Ability to administer and interpret reading assessments and use data to determine professional development needs, and recommend changes to improve school‑wide and/or classroom instructional practices. Ability to provide effective instructional feedback. Use effective written and oral communication skills, including the ability to engage in difficult and candid conversations with a variety of stakeholders. Demonstrated leadership/managerial skills; team building skills; collaboration and facilitation skills.

PHYSICAL REQUIREMENTS

Work is performed in an indoor environment. Work requires frequent sitting, standing, bending, repetitive motion, vision to monitor and lifting up to 15 pounds.

MINIMUM QUALIFICATIONS

Master's Degree in Education or related field with 3 years documented successful experience teaching reading – OR Bachelor's Degree in Education or related field with 5 years documented successful experience teaching reading with a minimum of 3 years of literacy experience at the State, District/Charter, or School Level. Valid Arizona Teaching Certificate Reading Endorsement or K‑5 Literacy Endorsement

PREFERRED QUALIFICATIONS

Knowledge of EL curriculum Experience mentoring, coaching, and providing feedback about instruction to classroom teachers Ability to travel occasionally Salary PNT 211, Grade E Hours per Day 8 Days in Contract 211

APPLICATION PROCEDURE

Apply online NOTE POSITION IS TEMPORARY GRANT FUNDED AND MAY BE RENEWABLE BUT NOT GUARANTEED #J-18808-Ljbffr Sunnyside Unified School District