Certified - Area - Other
Job Number 2300288622
Start Date
Open Date 06/19/2024
Closing Date
Disciplinary Literacy Coach

ABOUT OUR DISTRICT:

The Syracuse City School District is undergoing a new phase of innovation and transformation with the goal of ensuring that all students graduate high school with the skills needed to be ready for college and career. For Syracuse, all means all - including students who fall behind or have been considered "hard to serve" for a host of reasons. The School Board and Syracuse community have charged the Superintendent with improving student achievement, and he is seeking a dedicated and diverse team of school leaders and teachers to partner with him in moving the district toward its goals. The Syracuse City School District represents 34 schools and 4 alternative education programs, serving 19,000 students Pre-K-12 of whom 77% qualify for free or reduced-price lunch, 18% are served by the Office of Special Education and 78% are students of color.

WHO WE WANT:

Successful SCSD staff are passionately committed to urban education and all in for Syracuse students. They:

• Believe strongly that all students can learn at high levels;
• Demonstrate commitment to serving urban students, schools or communities, and to closing the achievement gap;
• Demonstrate willingness to put the interests of students above all others;
• Actively contribute to a culture of high expectations in their school and district;
• Adapt seamlessly to the complexities of the urban school environment; and
• Follow current trends in education policy and research.

REPORTS TO: Director Of English Language Arts

JOB DESCRIPTION:

The Disciplinary Literacy Coach (DLC) will provide instructional support and coaching to SCSD teachers as they work to implement Literacy standards in English Language Arts and Social Studies. The primary role of the DLC is to work with teachers to support best practices in using data, provide analysis of school-wide trends in instruction and make recommendations about potential next steps to address areas of need.

As an advisor to teachers and principals, the DLC is responsible for providing support in instructional planning and delivery, content knowledge in English Language Arts and Social Studies, analyzing data in order to adapt curriculum, and sharing of best practices across all academic disciplines. The DLC will support English Language Arts and Social Studies as content focus areas but will also support teachers across other disciplines in their delivery of evidence-based instructional practices and in their integration of literacy strategies as appropriate in their content area.

The responsibilities of the Disciplinary Literacy Coach extend beyond the school day. To maximize the amount of time during the school day that the DLC supports teachers directly, they will be expected to complete planning and organizational tasks outside of regular school hours. The DLC will also be expected to attend professional development that occurs after school and in the summer.
DUTIES AND RESPONSIBILITIES:

• Instructional Support: Supporting teachers with designing and implementing rigorous and culturally responsive strategies that meet the learning needs of all students
• Provides instructional coaching in all academic areas which includes student-centered observation-feedback cycles with individual teachers focused on improving student outcomes through effective instruction and assessment
• Facilitates reflection and problem solving with teachers
• Creates an environment that establishes and promotes continuous improvement for student outcomes
• Collaborates with teachers and provides specific strategies for improved instructional delivery with research-based instructional strategies and interventions to improve achievement for all students
• Assists teachers with implementation of Response-to-Intervention framework
• Collaborates with the teacher support team to develop and implement plans designed to assist struggling students
• Co-teaches and/or models lessons as needed to support teacher development
• Builds teacher capacity in ensuring all students have equitable access to rigorous learning opportunities that take individual student needs into consideration
• Data Analysis and Utilization Support: Supporting teachers in understanding, analyzing and utilizing data to support equitable student access to learning
• Establishes a culture that uses student data regularly to improve instructional practices
• Builds teacher capacity in effectively using formative data to inform instruction
• Cultivates a standards-based, data and results-oriented culture
• Collaborates and/or facilitates the analysis of interim and formative assessment data that informs instructional planning
• Content and Curriculum Support: Supporting teachers in deepening their content knowledge while aligning standards, curriculum, and assessment
• Makes recommendations on best practices for supporting curricular alignment across all grade levels and individual schools (alignment to district curriculum and resources as well as to state and national standards in each content area)
• Supports teachers in reviewing curriculum to create milestones or benchmarks so that teachers have a clear understanding of where students should be throughout the school year
• Supports teachers in the internalization of unit and daily lesson plans
• Reviews and provides feedback on teacher-developed lesson plans, unit plans and assessments
• Professional Development: Providing ongoing professional development based on teacher, building, and district needs.
• Attends district professional development sessions that happen both within and outside of regular school hours
• Turnkeys professional development to teachers during before or after school professional development times or during Collaborative Planning Time
• Builds the capacity of teachers to support the improvement of student outcomes
• Collaborates with master teachers and principals in determining appropriate resources and support for teachers
• Leads teacher study groups to increase content and pedagogical knowledge as needed
• Other work:
• Coordinates with stakeholders and the leadership team as necessary to support teacher development and student growth
• Maintains records of teacher support and submits to supervisor at requested intervals to document quantity, duration and type of teacher support
• Completes any additional duties as assigned by the Chief Academic Officer, Director of English Language Arts, or Supervisor of Social Studies

KNOWLEDGE, EXPERIENCE AND TRAINING:

• Strong record of helping students achieve academic success, primarily with students of color and low-income students
• Significant experience with curriculum development and daily lesson planning
• Experience in analyzing data and using results to modify lessons
• Knowledge of and experience with backwards designed curricular models and Understanding by Design
• Significant experience with instructional best practices
• Ability to model positive and healthy character traits and habits, such as being organized, consistent and understanding
• Comfort and willingness to actively participate in school community
• Unquestioned integrity and commitment to the SCSD mission and willingness to serve the SCSD community
• Experience in professional development and leadership roles working with adults
• Ability to plan, model, coach and provide feedback to individual teachers and teams of teachers to improve teaching and learning
• Experience implementing effective instructional practices, designing engaging lessons, using data and formative assessment in the classroom and implementing a multi-tiered system of student and staff support

QUALIFICATIONS:

• Minimum five (5) years of teaching experience required
• Minimum three (3) years of experience as a teacher leader
• Appropriate New York State Teacher Certification in the area(s) of elementary education and/or secondary certification areas
• Possess an entrepreneurial spirit; be flexible, willing and able to play different instructional roles at the school; and be willing to go above and beyond to meet the varied and constant needs of the students of the SCSD
• Excellent organizational, communication and facilitation skills
• Prior demonstration of exemplary attendance is expected of any candidate for hire
• Training and/or experience with Culturally Relevant Education (preferred)
• City Residents are encouraged to apply!

SPECIAL REQUIREMENTS:

Ability to work beyond the ten-month school year and typical staff day
SALARY/SALARY RANGE:

• This position will earn a stipend of $6,000, in addition to the current starting teacher salary of $53,000 per the Unit 1 Collective Bargaining Agreement. With proof of outside, related experience and college transcripts, the salary will be increased pursuant to the Unit 1 contractual agreement.

Job Description View Attachment