Literacy Intervention Teacher- Northfield Elementary School

JOB SUMMARY: This position is designed to further the work of school faculty and staff in the implementation of content literacy standards. The Literacy Intervention Specialist/Literacy Coach will design and implement resources and supports to help students of all abilities show growth toward Literacy Common Core State Standards and meet grade level literacy proficiencies. This position requires a strong understanding of best practices in literacy instruction and assessment, as well as the ability to effectively coach other licensed teachers towards the improvement of practices in the area of literacy. A successful candidate for this position will possess a valid VT Educator License; a Reading Specialist endorsement is preferred. The candidate will possess a Masters Degree in Education with a graduate or undergraduate degree focus in English, Literacy, Reading, Language Arts or other appropriate discipline, plus a minimum of three years of relevant experience, or a combination of education and experience from which comparable knowledge and skills are acquired. Experience with direct instruction in literacy is required, and experience planning and providing literacy intervention and/or enrichment to students is preferred. Leadership experience in literacy instruction, curriculum and assessment is also necessary for this position. Individuals with an Elementary certification, who also have a strong background in literacy and a willingness to obtain the Reading Specialist endorsement, will be considered. An understanding of the Science of Reading, and experience with teaching phonemic awareness, including the Orton Gillingham approach to literacy, is preferred. ESSENTIAL JOB FUNCTIONS In collaboration with classroom teachers, the Director of Curriculum, the MTSS Coordinator, as well as district-wide specialists and outside organizations, the Literacy Intervention Specialist/Literacy Coach will: ●provide systematic intervention, instruction, and support for students working to meet literacy proficiencies or looking to expand their literacy skills. ●provide support and resources to teachers to ensure effective use, and integration of, research-based tools and strategies; share resources and support teachers in identifying appropriate instructional materials and implementation of strategies. ●keep abreast of current best practices, research findings, and other developments in the field; provide professional development to teaching staff, including by modeling/co-teaching lessons. ●assist in the creation of and provide embedded professional development with teachers. ●support teachers with administration of assessments; analyze and interpret assessment results to help inform instructional strategies and curriculum decisions; monitor student progress toward literacy proficiencies. ●administer and analyze school wide reading screeners, on demand writing assessment, state assessments, and other diagnostic assessments as necessary; share data with full faculty, help them interpret the data, and facilitate the use of data to improve instruction. ●attend ongoing professional development to enhance pedagogical and content knowledge, as well as teaching skills, pertaining to literacy intervention, data use, progress monitoring, and proficiency-based learning, thereby supporting district goals and strategic plans. ●participate in the K-12 vertical teamwork on the development of a literacy assessment plan. ●actively participate in workshops, in-service meetings, teacher training, building level staff meetings, district meetings, and other school and district committees/projects, making substantial contributions. ●support the planning and implementation of family literacy events. KNOWLEDGE, SKILLS, and ABILITIES To perform this job successfully, an individual must possess: ● dedication to providing a safe and respectful learning environment for students. ● excellent teaching, organizational and planning skills. ● commitment to the success of ALL students, and ability to understand and teach to the various learning styles of students. ● the ability to effectively engage students. ● working knowledge, and understanding, of the student population being served and how demographic variables impact student achievement; effectively use this knowledge to design and deliver instruction. ● professionalism in all settings. ● the ability to consider "What's best for students" in serving and advocating for students, and in decision making. ● strong organizational skills that reflect the ability to prioritize multiple tasks seamlessly with excellent accuracy & attention to detail. ● composure, flexibility, and adaptability when faced with change, new ideas and tasks, different work sites or assignments, and a multitude of pressures and stressful situations. ● interpersonal skills to communicate with others tactfully, in a way that is direct, honest, and transparent, while also being sensitive to their needs and personality. ● a professional appearance for the position in both dress and manner. ● attention to detail and the ability to effectively adjust rate or speed in anticipation of time constraints. This includes meeting deadlines and committing to long hours of work, when necessary to reach goals and follow through on commitments. ● the ability to take personal responsibility for ones own actions. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: ● A strong understanding of the Common Core State Standards and the pedagogical underpinnings of these standards. ● A strong understanding of best practices in literacy instruction and assessment across content areas, and a commitment to continuous improvement in the areas of knowledge and professional practice. ● Experience in assessment and data-driven decision-making processes and protocols. ● A commitment to proficiency-based curriculum, instruction, and assessment. ● Knowledge and/or experience using “backwards design” for lesson development, differentiated instruction to support all students, and formative assessment to provide student feedback and to adjust lesson delivery. ● Experience in co-teaching with other teachers is desirable. ● Fingerprint/criminal justice clearance. ● Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to school/district/SU standards or regulations. Ability to effectively present information and respond to questions from administrators, parents, peers, board members and the general public. ● Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. ● Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Google required. Experience with Microsoft Office is helpful. ● Communication & Interpersonal Skills. Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively resolve conflicts and handle stress. Have demonstrated experience successfully supporting diverse students, including students of color, English Language Learners, and LGBTQI students. EQUAL OPPORTUNITY EMPLOYER: Central Vermont Supervisory Union is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identify, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation. Our organization is committed to building a diverse team that represents the students we serve. We welcome applications from people of color, people from the LGBTQ community, and individuals with disabilities. DISCLAIMER: The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. This is not an exhaustive list of all responsibilities, duties, and skills required. All employees may be required to perform duties outside of their normal responsibilities from time to time, as needed.