Christina School District
2025-2026 District ELA Specialist - repost
Christina School District, Dover, Delaware, United States, 19904
Overview
2025-2026 District ELA Specialist – repost
Position: ELA Curriculum Specialist (Pre-K–5) at District Office. 10-month grant-funded position reporting to the Director of Elementary Instruction. Starting as soon as possible.
Responsibilities
Curriculum and Instructional Design: Design, write, and implement CCSS-aligned ELA curriculum and instructional units for K–5, grounded in the Science of Reading and other evidence-based literacy frameworks.
Standards-Based Instruction: Apply rigorous, explicit instruction, structured literacy, interactive writing, and text-based discussions.
Implementation Support: Serve as a resource for ongoing ELA curriculum implementation, literacy frameworks, and tiered interventions district-wide.
Coherence and Collaboration: Build district-wide coherence in literacy instruction through cross-school collaboration, vertical alignment, and resource development.
Assessment, Data, and MTSS
Formative, summative, and diagnostic assessments; use data to drive instructional decisions and student growth.
Facilitate implementation of the Capital School District MTSS framework, including:
Development and monitoring of curricular assessments and screeners
Analysis and reporting of ELA data trends
Collaboration with IST teams to ensure effective Tier I instruction and targeted Tier II/III interventions
Support for the use and fidelity of intervention tools
Support and facilitate cycles of improvement (co-labs, coaching cycles, walkthroughs, and PD series).
Instructional Coaching and Support
Provide strategic, targeted coaching to K–5 coaches and teachers to improve literacy instruction, with extra support for new or developing teachers.
Coach teachers in differentiated instruction, flexible grouping, and instructional scaffolds to meet diverse learner needs.
Assist with instructional walkthroughs and learning walks to support CCSS-aligned teaching practices.
Meet monthly with instructional coaches to co-plan, model, and build shared instructional leadership capacity.
Support building leaders and coaches in planning and strengthening PLCs and collaborative practices across schools.
Equity and Diverse Learners
Knowledge of strategies to support multilingual learners (MLLs) and students with disabilities (SWDs) using scaffolding, language supports, and universal design for learning (UDL).
Promote inclusive instructional practices and ensure access and equity in literacy learning for all students, including unfinished learners.
Collaborate with school teams to reduce barriers to literacy success, addressing opportunity gaps, bias in materials or assessments, and inclusive classroom practices.
Professional Learning and Development
Design and facilitate job-embedded, standards-aligned professional learning grounded in adult learning principles.
Commit to ongoing professional development in evidence-based reading instruction; engage in reading research, trainings, conferences, and collaboration with literacy experts.
Promote collaboration and instructional dialogue through PLCs, coaching sessions, and team meetings.
Support the Comprehensive Induction Program (CIP) by collaborating with the district site coordinator to determine professional development needs of new staff and mentors, and assist building principals/lead mentors with planning and implementing PL as needed.
Communication and Collaboration
Promote collegiality and ongoing communication with educators and leaders around learners, instruction, and assessment.
Serve as a thought partner and connector across schools to support coherent and aligned literacy practices.
Collaborate with district and building leaders to monitor implementation and support instructional improvement.
Other Duties
Performs other duties as assigned.
Work during summer months to support ongoing professional learning initiatives and district curriculum development efforts.
Qualifications
Meets certification requirements for Special Education and/or Elementary Education
Master’s Degree in Reading/Literacy or Reading Specialist Certification, or willingness to obtain
Classroom teaching experience and instructional coaching experience at the elementary level
Advanced training in the Science of Reading (LETRS Volume 1, LETRS Volume 2, Orton-Gillingham, etc.) preferred
Operational knowledge of the Common Core Standards in ELA, writing ELA curriculum, and leading PLCs
Certificates
Required: Teacher of Elementary Education
Preferred: Teacher of Special Education
Possible: Reading and Literacy/Reading Specialist
Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential duties and responsibilities of this job. Reasonable accommodations may be made. The employee is regularly required to use hands; reach with hands and arms; talk and hear. May stand, walk, and sit; may occasionally lift up to 50 pounds. Visual requirements include close, distance, color, peripheral vision, depth perception, and ability to adjust focus.
Standard Requirements
Favorable criminal background check and child abuse registry
Tuberculin test and physical
Mandatory direct deposit of paycheck
Application Procedures Interested candidates who meet the minimum qualifications may apply by completing an employment application no later than 11:59 PM on the closing date indicated above. A cover letter, resume, and three letters of reference (dated within the last year) are required. Incomplete applications will not be considered. For special accommodations, contact Human Resources at 302-857-4215.
The Capital School District is an equal opportunity employer and does not discriminate on the basis of race, color, creed, religion, gender, national origin, citizenship or ancestry, age, disability, marital status, veteran status, or any other protected category.
Application Notes
Seniority level: Entry level
Employment type: Full-time
Job function: Other
Industries: Primary and Secondary Education
#J-18808-Ljbffr
Position: ELA Curriculum Specialist (Pre-K–5) at District Office. 10-month grant-funded position reporting to the Director of Elementary Instruction. Starting as soon as possible.
Responsibilities
Curriculum and Instructional Design: Design, write, and implement CCSS-aligned ELA curriculum and instructional units for K–5, grounded in the Science of Reading and other evidence-based literacy frameworks.
Standards-Based Instruction: Apply rigorous, explicit instruction, structured literacy, interactive writing, and text-based discussions.
Implementation Support: Serve as a resource for ongoing ELA curriculum implementation, literacy frameworks, and tiered interventions district-wide.
Coherence and Collaboration: Build district-wide coherence in literacy instruction through cross-school collaboration, vertical alignment, and resource development.
Assessment, Data, and MTSS
Formative, summative, and diagnostic assessments; use data to drive instructional decisions and student growth.
Facilitate implementation of the Capital School District MTSS framework, including:
Development and monitoring of curricular assessments and screeners
Analysis and reporting of ELA data trends
Collaboration with IST teams to ensure effective Tier I instruction and targeted Tier II/III interventions
Support for the use and fidelity of intervention tools
Support and facilitate cycles of improvement (co-labs, coaching cycles, walkthroughs, and PD series).
Instructional Coaching and Support
Provide strategic, targeted coaching to K–5 coaches and teachers to improve literacy instruction, with extra support for new or developing teachers.
Coach teachers in differentiated instruction, flexible grouping, and instructional scaffolds to meet diverse learner needs.
Assist with instructional walkthroughs and learning walks to support CCSS-aligned teaching practices.
Meet monthly with instructional coaches to co-plan, model, and build shared instructional leadership capacity.
Support building leaders and coaches in planning and strengthening PLCs and collaborative practices across schools.
Equity and Diverse Learners
Knowledge of strategies to support multilingual learners (MLLs) and students with disabilities (SWDs) using scaffolding, language supports, and universal design for learning (UDL).
Promote inclusive instructional practices and ensure access and equity in literacy learning for all students, including unfinished learners.
Collaborate with school teams to reduce barriers to literacy success, addressing opportunity gaps, bias in materials or assessments, and inclusive classroom practices.
Professional Learning and Development
Design and facilitate job-embedded, standards-aligned professional learning grounded in adult learning principles.
Commit to ongoing professional development in evidence-based reading instruction; engage in reading research, trainings, conferences, and collaboration with literacy experts.
Promote collaboration and instructional dialogue through PLCs, coaching sessions, and team meetings.
Support the Comprehensive Induction Program (CIP) by collaborating with the district site coordinator to determine professional development needs of new staff and mentors, and assist building principals/lead mentors with planning and implementing PL as needed.
Communication and Collaboration
Promote collegiality and ongoing communication with educators and leaders around learners, instruction, and assessment.
Serve as a thought partner and connector across schools to support coherent and aligned literacy practices.
Collaborate with district and building leaders to monitor implementation and support instructional improvement.
Other Duties
Performs other duties as assigned.
Work during summer months to support ongoing professional learning initiatives and district curriculum development efforts.
Qualifications
Meets certification requirements for Special Education and/or Elementary Education
Master’s Degree in Reading/Literacy or Reading Specialist Certification, or willingness to obtain
Classroom teaching experience and instructional coaching experience at the elementary level
Advanced training in the Science of Reading (LETRS Volume 1, LETRS Volume 2, Orton-Gillingham, etc.) preferred
Operational knowledge of the Common Core Standards in ELA, writing ELA curriculum, and leading PLCs
Certificates
Required: Teacher of Elementary Education
Preferred: Teacher of Special Education
Possible: Reading and Literacy/Reading Specialist
Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential duties and responsibilities of this job. Reasonable accommodations may be made. The employee is regularly required to use hands; reach with hands and arms; talk and hear. May stand, walk, and sit; may occasionally lift up to 50 pounds. Visual requirements include close, distance, color, peripheral vision, depth perception, and ability to adjust focus.
Standard Requirements
Favorable criminal background check and child abuse registry
Tuberculin test and physical
Mandatory direct deposit of paycheck
Application Procedures Interested candidates who meet the minimum qualifications may apply by completing an employment application no later than 11:59 PM on the closing date indicated above. A cover letter, resume, and three letters of reference (dated within the last year) are required. Incomplete applications will not be considered. For special accommodations, contact Human Resources at 302-857-4215.
The Capital School District is an equal opportunity employer and does not discriminate on the basis of race, color, creed, religion, gender, national origin, citizenship or ancestry, age, disability, marital status, veteran status, or any other protected category.
Application Notes
Seniority level: Entry level
Employment type: Full-time
Job function: Other
Industries: Primary and Secondary Education
#J-18808-Ljbffr