Success For All Facilitator/ Reading Specialist

Position Overview: Under the supervision of the Principal and Director of C&I, SFA Facilitators coordinate, implement and manage components of the Johns Hopkins Model Success For All Program at assigned participating schools. They support all magic makers and aides in the successful and effective implementation of all SFA Programs including Kindercorner, Reading Roots, Reading Wings, and Reading Edge. This role requires a passionate leader who is deeply invested in the success of both teachers and scholars through the Success for All program! Qualifications: Bachelor’s Degree or higher degree with major in assigned area. A minimum of three years of teaching experience, specifically in the primary grades for elementary facilitators and in the secondary grades for middle school facilitators. Demonstrates a commitment to ongoing education/continuing professional development. Reports to: Principal & Director of Curriculum & Instruction Terms of Employment: 10 ½ month at-will employee. Job Goals: To provide leadership, coordination, collaboration, and innovation in implementing the K-8 SFA reading program, enabling every scholar to thrive and succeed in reading.   Job Responsibilities 1.  Champion of Success for All (SFA) Serve as the biggest advocate and supporter of the SFA program. Inspire and encourage teachers to engage in the program with fidelity and enthusiasm. Ensure that the program is implemented consistently and effectively across the campus. Inform and publicize the Success for All program to parents, school staff, and the community to build awareness and engagement through leading parent nights. Follow the SFA Facilitator responsibilities checklist. Perform other related duties as assigned by the principal or Director of C&I. 2.  Professional Development Leader Plan, manage, and facilitate all professional development for SFA. Provide direct training during teacher in-service and throughout the school year on professional development days. Conduct regular component meetings/PLCs and provide follow-up and small-group training. Participate in all professional development provided by the district and SFA Foundation, including webinars, in-person training, videos, and conferences. Communicate and coordinate program details with SFA coaches and trainers and host/facilitate all coach visits & professional development provided by SFA. Continuously expand knowledge of SFA programs, including KinderCorner, Reading Roots, Reading Wings, and Reading Edge to effectively train and support teachers. 3.  Campus SFA Expert & Resource Act as the go-to expert on all things related to SFA. Facilitator must have experience teaching a minimum of one SFA program (KC, Roots, Wings or Edge). If candidate has not taught one SFA program, they must teach for a minimum of one semester during their first year as facilitator. They will be released from this responsibility by the Director of C&I after demonstrating mastery of the program based on observations using the SFA rubric. Seek out answers and solutions when challenges arise to ensure program fidelity. Lead campus attendance at SFA conferences, representing the school with professionalism and discretion. Mentor classroom teachers and tutors in the implementation of all SFA curriculum areas. Ensure teachers follow the SFA pacing guides and scope & sequence. Monitor teacher implementation by running reports on Member Center/Teacher Portal every month. Provide demonstrations of new teaching methods and materials, including team teaching to support instructional strategies. Serve as a resource to campus leadership in areas of reading instruction and curriculum. Plan and develop special reading projects as approved or provided. 4. Scholar Assessment, Progress Monitoring, Interventions Manage, administer, and/or coordinate SFA reading benchmarks such as Reading Roots Formal Assessments. Ensure scholars are assigned to appropriate reading groups and tutoring in collaboration with teachers and tutors/interventionists. Demonstrate working knowledge of data gathering systems (e.g., Member Center, DMAC) to assist in data-driven instruction and teacher/scholar support. Monitor student achievement and programming to ensure every child is making adequate progress. Develop and implement a remediation plan for scholars reading below target. Facilitate communication between tutors/interventionists and reading teachers to ensure alignment in intervention strategies. Interpret and disseminate results from benchmarks and STAAR results in SFA data meetings. Assist teachers with tutorials before or after school. Work with SPED and EB teachers to offer greater support to SPED and EB scholars in reading. Attend parent conferences/meetings as needed (especially if they are regarding reading progress and grades). To provide for remedial instructional needs of scholars K-8 through collaboration with SPED & ESL staff, occasional small group instruction, and staff development in content area reading strategies. 5. Relationship & Community Builder Build strong relationships with SFA teachers, campus leaders, and district leaders. Foster collaboration among grade-level teams to create Professional Learning Communities (PLCs) focused on improving reading achievement. Implement Data-Driven Instruction (DDI) to analyze progress and drive student success. Lead & facilitate teams of teachers attending SFA conferences, and represent the school with professionalism and discretion. 6. Classroom Support, Coaching, & Modeling Model joyful and rigorous instruction for teachers and scholars. Model best practices for implementing the SFA program in classrooms. Provide hands-on support to teachers to enhance instruction and execution of the SFA curriculum. Monitor SFA program implementation with classroom visits; provide timely feedback on program implementation using both informal and formal SFA teacher observation rubrics. Conduct TIA observations semi-annually for all assigned teachers. 7.  Curriculum & Resource Management Utilize data to develop quarterly curriculum plans aligned with TEKS, addressing scholar needs and incorporating teacher feedback. Distribute curriculum plans to teachers and oversee implementation to ensure consistency and fidelity. Assist the Curriculum & Instruction (C&I) team in identifying and ordering necessary consumables each year. Maintain and organize the curriculum room to ensure it remains tidy, accessible, and well-stocked. Monitor & promote proper care and maintenance of books and teacher manuals to extend their usability. Organize and distribute SFA materials. Regularly check curriculum email. Maintain SFA materials, books, manuals, posters, consumables and non-consumables, etc. Keep inventory of all SFA materials and order new materials as needed. 8.  Professionalism & Communication Demonstrates professionalism by being in regular attendance and arriving on time to work, staff meetings, tutorials, cafeteria duty, parent nights and other assigned duties. Completes required training on time. Works cooperatively to create an atmosphere of unity among the school community and refrain from gossip, negativity and unsupportive comments. Demonstrates professionalism at ALL times. I will exercise wisdom by remaining calm, respectful and non-defensive during parent meetings, disagreements, and personal attacks. Utilizes professional communication with strong grammar, syntax, usage and/or spelling skills during phone conversations, personal conversations, emails, and social media such as Facebook, Instagram, Twitter, etc. Refrains from attacking others, fighting, or engaging in controversial subjects on social media. Uses professional communication on and off campus, refraining from attacking others, fighting, or engaging in controversial subjects on social media. Professional communication is used on and off campus. Exhibits professionalism in appearance and follow the BA standard of dress. I will apply this standard of dress to social media posts in regards to modesty in dress and action (ex: swimsuit, cleavage, & shirtless pictures, in addition to post with alcohol, cigarettes and bars etc.). Checks staff email a minimum of three times daily during normal working hours and checks teacher in-box daily and commits to read updates, notes, and employee notices in a timely manner. Evaluation: Performance will be assessed annually by the principal(s) and Director of C&I.