Literacy Mentor-CLSD Grant Funded

Job Goal: 

The role of the Literacy Mentor is to provide ongoing support for new teachers with 3 or less years of service in schools with high teacher turnover and/or high numbers of teachers new to the field and teachers implementing Leading and Learning (L&L) innovations. The literacy mentor supports new teachers in the use of evidence-based practices through planning, modeling, observing, and providing feedback and to enhance teacher and leader collaboration. The Literacy Mentor provides training and support for a cohort of selected schools and early childhood sites, as identified in the CLSD 2024 application. The Literacy Mentor works with district-level and school-level staff to ensure all students receive high quality literacy instruction and to increase the population of highly effective teachers and childcare providers. Approximately 80% of the literacy mentor’s time must be spent directly supporting new teachers.

Qualifications/Knowledge/Skills/Experience (minimum education, licensure, skills, and/or experience):   

Master’s or advanced degree in Education preferred

Minimum of 3 effective years of experience as a certified ELA teacher

Science of Reading trained or plan to complete training within the calendar year

Proven results when working with struggling readers

Strong knowledge of how children learn to read

Knowledge and experience working with high-quality reading curriculum

Essential Duties and Responsibilities:

• Oversee the implementation of two of three evidence-informed L&L Innovations as measured by scaling the Innovation to at least one additional site within the LEA by the end of the subgrant.
• Spend 80% of their time supporting teachers
• Coach teachers through implementation of high-quality instructional materials
• Observe teachers, provide feedback, and identify next steps to improve instruction in core ELA instruction and intervention for the purpose of support and not evaluation through high-quality instructional materials
• Provide teachers with instructional support in five areas: theory underlying instruction, demonstration of evidence-based strategies, observation of teachers practicing evidence-based strategies, feedback and reflection about instruction, and supporting collaboration
• Build collaborative relationships among schools, ECEs, and LEAs for teachers and leaders to learn from each other
• Support coherence of literacy instruction across the schools supported and throughout the LEA
• Support school and school system leaders in the development and monitoring of a local literacy plan
• Participate on the LEA-Level Team to bring insights and perspectives from site-level collaboration, ensuring feedback and continuous improvement
• Provide teachers with localized ELA supports while also leveraging the communication, feedback, and support of LDOE
• Collaborate with school systems staff and Department staff to evaluate and improve program implementation
• Report on program implementation to key stakeholders
• Demonstrate and communicate an unwavering belief in all students’ abilities to become successful readers
• Participate in all LDOE and school system mandated professional development, including monthly LDOE Communities of Practice and Teacher Leader Summit
• Stay abreast of the research and elevate evidence-based strategies for instruction and professional learningdevelopment to share with the teachers

Terms of Employment:  Ten (10) months