GENERAL DEFINITION OF WORK

Under the supervision of the Director of Curriculum and Instruction, the Literacy Specialist provides and leads literacy instruction and assessment, district-wide, through a combination of intervention, coaching, and coordinating support staff.

ESSENTIAL FUNCTIONS

Under the direction of the Coordinator Curriculum and Instruction 

• Monitor the instructional program provided by English/language arts classroom teachers and provide ongoing professional learning support and coaching to help teachers improve performance and achieve literacy-related objectives
• Support teachers in ensuring the alignment of their lesson plans and instruction to the appropriate Virginia Standards of Learning and the Curriculum Framework
• Provide intense coaching on the alignment on the written, taught, and tested curriculum
• Facilitate teachers’ use of high-impact, evidence-based instructional strategies, including differentiated instruction for diverse learners
• Stay abreast of the latest English/language arts research, innovations, program trends, and methodologies and implement new strategies as appropriate for the school’s student population
• Work with new teachers to ensure they have materials and competencies necessary for success
• Observe classroom English/language arts instruction regularly and provide follow-up consultation and written non-evaluative feedback to teachers and administrators
• Analyze and use student performance data to identify and respond to the literacy-related professional learning needs of teachers
• Coordinate the gathering, selecting, and analysis of data with respect to the program area
• Assist the Coordinator II - Curriculum and Instruction (English/Language Arts) in identifying district strengths and areas for improvement in English/language arts and recommend responses that maximize student achievement in reading and literacy development
• Take initiative and proactively identifies opportunities to strengthen one’s team and organization
• Work well in a fast-paced environment; demonstrates flexibility and adaptability with a sense of urgency and zeal for ensuring that all students in the school meet grade level expectations (at a minimum) in English/language arts and attain the foundational literacy skills that lead to college, career, and civic readiness
• Model professionalism engages in reflection, self-led continuous improvement, seeks out feedback, and provides constructive feedback to colleagues
• Perform other duties as assigned

KNOWLEDGE, SKILLS AND ABILITIES

• Current knowledge of research and effective practices in the areas of literacy development, literacy instruction, assessment, and professional development
• Ability to provide intense coaching to teachers and school-based Literacy Specialists on the alignment of the written, taught, and tested curriculum
• Ability to provide district-level leadership regarding curriculum, pacing, and resources to support classroom instruction with a deep understanding of the progression of the knowledge, skills, and processes of education as defined in the Virginia Standards of Learning
• Ability to analyze data at the student, class, and school levels and be able to help teachers use this data to tailor their instruction and ultimately increase academic performance Comprehensive knowledge of child growth and development, large and small group instructional strategies, and the theory and pedagogy related to literacy instruction
• Ability to train teachers in the dimensions of reading: phonemic awareness, phonics/word study, vocabulary development, fluency, and comprehension
• Excellent interpersonal skills and flexible, responsive work style
• Demonstrated ability to observe and evaluate teaching practices
• Ability to relate easily to teachers and administrators and to work effectively with individuals from diverse backgrounds and with a variety of groups
• Excellent oral and written communication and collaboration skills
• Excellent presentation skills
• Knowledge of theories related to the adult learner
• Ability to observe and assess the transfer of training and learning into practice
• Superior organizational skills
• Ability to problem-solve independently
• Proficient in the use of technology 

EDUCATION AND EXPERIENCE

• Valid Teaching License required. Reading Specialist endorsement or English endorsement and willingness to participate in the LETRS training program
• Minimum five years of successful teaching experience with at least three years of teaching reading or English/language arts at the appropriate grade level span
• Experience working in diverse settings
• Experience coaching and collaborating with teachers
• Experience planning for and facilitating professional development workshops for teachers Familiarity and experience with reading and writing workshops and small group guided and strategy instruction in reading and writing
• Extensive experience with innovative teaching techniques, instructional materials, and current trends in English/reading

EVALUATION

Performance will be evaluated by the Director of Curriculum and Instruction and based on the degree to which the Specialist fulfills the duties detailed herein. 

TERMS OF EMPLOYMENT

12-month contract; 260 days/year; 8 hours/day (minimum)