Sunnyside Unified School District
Literacy Program Specialist - (TEMPORARY)
Sunnyside Unified School District, Tucson, Arizona, United States, 85718
Join to apply for the
Literacy Program Specialist - (TEMPORARY)
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Sunnyside Unified School District 2 days ago Be among the first 25 applicants Join to apply for the
Literacy Program Specialist - (TEMPORARY)
role at
Sunnyside Unified School District Get AI-powered advice on this job and more exclusive features. DEFINITION:
The Foundational Literacy Program Specialist is responsible for assisting teachers in the implementation and effective delivery of scientifically based reading instruction. They are also responsible for providing ongoing professional development and coaching support. Coaches will provide appropriate services to schools 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, school-based literacy coaches, principals, and teachers. They will be required to use data to effectively identify the needs of assigned schools 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 daily technical support (at least 85% of the school week) to school-based coaches or lead teachers in their capacity to support instruction of the 5 components of reading, implement curriculum, administer assessments, analyze data, and utilize technology Model effective coaching and conferencing techniques Assist administrators, school-based literacy coaches, and teachers in addressing K-3rd grade specific curriculum by developing an effective school-wide literacy plan and providing strategies for monitoring the plan’s implementation Design and conduct professional development to meet the varied needs of school based literacy coaches and teachers Conference with administrators, school-based teacher coaches, and teachers to create specific goals and plans for improving practice Provide clear, practical, timely, and candid written and oral feedback to school based teacher coaches about their coaching practices and to teachers about their instruction Meet regularly with principals, school-based teacher coaches, and teachers to review data and make recommendations for adjustments in instructional practices Maintain an organized system for documenting coaching services Participate in professional development sponsored by the Arizona Department of Education, district/charter, and outside consultants Provide expertise and support to teachers in scientifically based reading research and its implications for classroom instruction as needed Provide professional development to teachers in the effective use of scientifically based reading instruction and a valid and reliable assessment system Provide ongoing support, coaching, and modeling to teachers in the effective use of scientifically based reading instruction and a valid and reliable assessment system Attend coaching community sessions to learn, collaborate, and integrate learning into facilitation and technical assistance provided to teachers
.
Knowledge, Skills And Other Characteristics
Knowledge of
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 And experience in literacy instruction, literacy intervention, and development of and/or implementation of instructional literacy resources Systematic, explicit instructional process to include reading processes and acquisition Instructional coaching approaches and strategies for teaching adult learners Scientific 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
Preferred: Reading Endorsement or K-5 Literacy Endorsement
Preferred Qualifications
Knowledge of EL curriculum
Experience mentoring, coaching, and providing feedback about instruction to classroom teachers
POSITION IS TEMPORARY GRANT FUNDED AND MAY BE RENEWABLE BUT NOT GUARANTEED
Salary:
PNT 211, Grade E
Hours per Day:
8
Days in Contract:
211
Application Procedure
Apply online Seniority level
Seniority level Mid-Senior level Employment type
Employment type Temporary Job function
Job function Education and Training Industries Education Management Referrals increase your chances of interviewing at Sunnyside Unified School District by 2x Sign in to set job alerts for “Literacy Specialist” roles.
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Literacy Program Specialist - (TEMPORARY)
role at
Sunnyside Unified School District 2 days ago Be among the first 25 applicants Join to apply for the
Literacy Program Specialist - (TEMPORARY)
role at
Sunnyside Unified School District Get AI-powered advice on this job and more exclusive features. DEFINITION:
The Foundational Literacy Program Specialist is responsible for assisting teachers in the implementation and effective delivery of scientifically based reading instruction. They are also responsible for providing ongoing professional development and coaching support. Coaches will provide appropriate services to schools 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, school-based literacy coaches, principals, and teachers. They will be required to use data to effectively identify the needs of assigned schools 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 daily technical support (at least 85% of the school week) to school-based coaches or lead teachers in their capacity to support instruction of the 5 components of reading, implement curriculum, administer assessments, analyze data, and utilize technology Model effective coaching and conferencing techniques Assist administrators, school-based literacy coaches, and teachers in addressing K-3rd grade specific curriculum by developing an effective school-wide literacy plan and providing strategies for monitoring the plan’s implementation Design and conduct professional development to meet the varied needs of school based literacy coaches and teachers Conference with administrators, school-based teacher coaches, and teachers to create specific goals and plans for improving practice Provide clear, practical, timely, and candid written and oral feedback to school based teacher coaches about their coaching practices and to teachers about their instruction Meet regularly with principals, school-based teacher coaches, and teachers to review data and make recommendations for adjustments in instructional practices Maintain an organized system for documenting coaching services Participate in professional development sponsored by the Arizona Department of Education, district/charter, and outside consultants Provide expertise and support to teachers in scientifically based reading research and its implications for classroom instruction as needed Provide professional development to teachers in the effective use of scientifically based reading instruction and a valid and reliable assessment system Provide ongoing support, coaching, and modeling to teachers in the effective use of scientifically based reading instruction and a valid and reliable assessment system Attend coaching community sessions to learn, collaborate, and integrate learning into facilitation and technical assistance provided to teachers
.
Knowledge, Skills And Other Characteristics
Knowledge of
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 And experience in literacy instruction, literacy intervention, and development of and/or implementation of instructional literacy resources Systematic, explicit instructional process to include reading processes and acquisition Instructional coaching approaches and strategies for teaching adult learners Scientific 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
Preferred: Reading Endorsement or K-5 Literacy Endorsement
Preferred Qualifications
Knowledge of EL curriculum
Experience mentoring, coaching, and providing feedback about instruction to classroom teachers
POSITION IS TEMPORARY GRANT FUNDED AND MAY BE RENEWABLE BUT NOT GUARANTEED
Salary:
PNT 211, Grade E
Hours per Day:
8
Days in Contract:
211
Application Procedure
Apply online Seniority level
Seniority level Mid-Senior level Employment type
Employment type Temporary Job function
Job function Education and Training Industries Education Management Referrals increase your chances of interviewing at Sunnyside Unified School District by 2x Sign in to set job alerts for “Literacy Specialist” roles.
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