Consultant (Literacy)

The State Education Resource Center (SERC), a quasi-public agency serving the State of Connecticut, is
seeking candidates for a full-time position as a Consultant to support and develop literacy related
instructions supporting students, educators, administrators and families. This position reports directly
to the Special Education Programs and Instructional Design Director.

SERC's mission is to provide resources, professional development, and a centralized library to educators,
families, and community members in collaboration with the CT State Board of Education and other
partners. SERC believes that all students have the right to access opportunities and experiences that reflect
and respect their differences and abilities. Research indicates that educational outcomes for students of
color, students who are English learners, and students with disabilities continue to lag behind the outcomes
of other students. SERC's consultants and staff, in collaboration with our partners in school districts and
organizations, build the capacity of educators, service providers, and families to meet the diverse needs of
our student population.

General Summary

SERC Consultants are instructional leaders who design, deliver, and evaluate high-quality professional
development supporting the application of learning, systems change, and capacity-building for educators
and school leaders. SERC Consultants serve as agency liaisons to the CT State Department of Education
and Local Education Agencies (LEAs). Through collaborative internal and external partnerships,
Consultants operationalize SERC's vision of Equity-Excellence-Education, applying a lens of equity and

21st-century skills to all programming, technical assistance, and materials development. The candidate will
support and coordinate SERC's multiple internal and external professional learning initiatives that uphold
research-based, data-focused, and outcomes-driven best practices in schools, communities, and
organizations.

Essential Job Functions

Applicants must have:

• Provided leadership through project coordination and management related to the

• Expertise, education, and experience in data-driven decision-making and data teams,

• Demonstrated teaching ability in heterogeneous and inclusive settings, including

• A solid understanding of the best practices of Science of Reading in education and be

• Experience designing, implementing and facilitating training and facilitation skills, as well as

• Experience planning and coordinating professional learning programs that are accessible,

• Experience in data team implementation and facilitation, multi-tiered systems of support, and

• Project development and management skills; strong interpersonal skills to work with various

• Excellent oral, written, and interpersonal communication skills.

• Demonstrated ability to be a transformational agent of change with the ability to remain neutral

Reasonable accommodations may be made to enable individuals with disabilities to perform essential
functions.

Responsibilities

SERC's Literacy Consultant will manage and coordinate various responsibilities in partnership with peers,
schools, school districts, agencies, and community organizations. They include, but are not limited to:

• Building collaborative relationships with internal and external partners such as state agencies,

• Assisting in the programming of best practices to support students including logistical planning,

• Coordinating and providing peer coaching, mentoring, modeling, and other types of educational

Aligned with state and local literacy reading curriculum models and programs and approved
universal Kindergarten-Grade 3 (K-3) assessments.

• Assisting school administrators with district-level and school-level strategic programming that

• Maintaining an understanding of current state and national trends related to the English Language

• Planning and implementing a comprehensive program evaluation designed to develop, monitor,

• Identifying the intersection of equity (race, language, culture, and ethnicity) within all aspects of

• Demonstrating a proven commitment to work in culturally diverse and inclusive settings.

Knowledge, Skills, and Abilities

Knowledge of: 

General student needs for becoming successful readers and evidence-based literacy
instruction for Multilingual learners. 

Systems change, implementation fidelity and professional development to build
capacity and ensure sustainability and coaching. 

Professional learning standards, adult learning, and differentiated learning models to
design the effective delivery of professional learning and achieve intended outcomes. 

Federal and state laws, regulations, statutes, and policies specific to ELA learners.

Skill in: 

Utilizing research-based strategies specific to ELA instruction. 

Using quantitative and qualitative student, educator, and system data to plan, inform and
guide program development would be used to monitor and adjust programming. 

Providing high-quality customer service and collaborative communication that is
culturally responsive and accessible for multiple stakeholders, internal and external, to
implement professional learning. 

Facilitating the development and execution of state-level policy, research-based
practices, and strategies for implementing sustainable change in the area of culturally and
linguistically diverse learners.



Communicating professionally and effectively, with a keen attention to detail. 

Experience using technology to advance professional development and technical
assistance.

Ability to: 

Communicate and market professional learning opportunities, services, products,
resources, or programs. 

Develop funding sources and collaborate with funders to develop and implement
effective professional learning that meets agreed-upon outcomes. 

Learn independently, conduct research, synthesize and apply information from a variety
of resources. 

Successfully work in a cross-functional environment on a daily basis to achieve and
exceed desired goal. 

Demonstrate work in culturally diverse and inclusive settings.

The ideal applicants must have demonstrated effectiveness in a collaborative, highly team-oriented
environment yet possess initiative, self-motivation, and the ability to manage multiple priorities
independently and work with minimal supervision.

Supervisory Responsibility

This position has no supervisory responsibilities.

Work Environment

The Consultant operates in a professional or virtual office environment. Appropriate business attire is
required. This role routinely uses standard office equipment such as computers and phones. Off-site
requirements are specific to workshops, training, or school and community work.

Physical Demands

The physical demands described here are representative of those that an employee must meet to perform
the essential functions of this job successfully.

While performing the functions of this job, the employee is regularly required to talk and listen. The
employee is frequently required to stand, be mobile; use hands or fingers; handle or feel; reach with hands
and arms, and lift/carry items. The capacity to drive and the availability of a car are preferred.

Position Type/Expected Hours of Work

This is a full-time, exempt position. Days and hours of work are Monday through Friday from 8:30 a.m.
to 4:30 p.m. Occasionally, weekend or after-hours work might be necessary.

Education and Experience

A Master's degree in Education or a related field is required, ELA certification or a Sixth-Year Certificate
or Doctorate is preferred, AND experience working in public schools or programs.

Salary

• $87,500

• Salary is non – negotiable; all new hires will start at the beginning of the range.

This position will remain open until filled. A thorough, updated resume and at least three professional
references must be submitted with the application package in order to be considered. Apply online at: (select Employment under the About tab).

SERC is an Affirmative Action/Equal Opportunity Employer and strongly encourages the application of
individuals from racially, culturally, and linguistically diverse backgrounds and from persons with
disabilities.