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Form of workLiteracy Specialist Literacy specialist will improve and implement Coral Academy's literacy plan with fidelity and consistency as well as assist teachers in closing literacy gaps with students identified as "deficient" in reading. This instructional support role will act as part of CASLV's leadership team to specifically organize, implement, and participate in on-site teacher training and development. The Literacy Specialist will monitor instructional progress and classroom practices to ensure high-quality instruction is aligned with the State Standards.
The Literacy Specialist will work with K-8 grade level Professional Learning Communities (PLC) in various settings in order to facilitate collaboration within and among grade levels. This includes school leadership meetings (principal, asst. principals, instructional coach, Literacy Specialist, and grade level chairs), grade-level meetings, vertical articulation, and professional development.
The Literacy Specialist will also work directly with the teachers to receive training and implement various support programs for literacy instruction. Teachers will use the Wonders reading curriculum in conjunction with various online programs. The Literacy Specialist must be able to learn various programs, which may include I Ready, IXL, Reading A-Z, Reading Plus, Accelerated Reader/STAR Testing, Brain Pop, and NWEA MAP to teach, supplement, and practice literacy skills as necessary.
In order for teachers to effectively use the new curriculum, as well as utilize all online teaching programs and components, the Literacy Specialist either conduct/facilitate professional development opportunities. Essential Duties and Job Responsibilities:Establish a plan to monitor the growth of students in the subject area of ReadingSupport classroom teachers with regular assessments of student growth in the subject area of reading.Development of progress monitoring plans for every student identified as "deficient" in reading, including systematic progress monitoring for these students.Ensure that parents and/or legal guardians approve of progress monitoring plans for struggling students; and that parents and guardians of pupils who have been identified as struggling in the subject area of reading are provided with supports that can be implemented at home.Facilitate and/or deliver the professional learning topics required for RBG3 classroom teachers.Participate in all required professional development areas.Effectively applying Nevada Academic Content Standards for professional development as a guide to produce, implement, and evaluate staff development initiatives.Must be able to follow district directives in implementing this initiative including working with administrators, teachers, and paraprofessionals.Understand the methods of screening for and intervention concerning dyslexia and other reading disabilities.Provide collaborative support to teachers through problem-solving, modeling lessons, scheduling opportunities for peer observations, and follow up consultingUnderstand and facilitate PLC work. Must be able to observe, gather data, and coach individuals and teacher teams on PLC processes.
Must be familiar with the PLC protocols.Maintain a positive working relationship with faculty as a mentor and coach, not as an evaluator.Assess and monitor student growth through the collection, disaggregating, and dissemination of formal and informal assessment data, with a particular emphasis on supporting and placing ELL and special education students in the appropriate groups.Participate fully with district-wide curriculum mapping and assessment development.Communicate all student progress with parents, staff, school leaders, and the Central Office.Facilitate and coordinate program expectations with Instructional CoachPrepare student achievement data and communicate regularly with grade-level teams.SUMMARY OF ROLE Improve and implement the local elementary literacy plan;provide professional learning in reading for site educators and to oversee all site-level RBG3 instruction and intervention efforts;participate in evidence-based professional learning including those required for the RBG3 Literacy Specialists and the elementary educators;administer the required reading assessments Brigance Screener (Kindergarten), NWEA - Map Growth Reading Assessments (Grades K-3) and the Smarter Balanced ELA Assessment (Grades 3-5) as approved by the State Board of Education;provide written notification to parents or legal guardians of elementary students reading below grade level;provide reading support to parents or legal guardians of elementary students reading below grade level;develop and sustain an individualized progress monitoring tool designed to document the demonstrated reading growth of elementary students not reading at grade levelconduct frequent and systematic progress monitoring of the reading performance demonstrated by students reading below grade level (utilizing evidence-based assessment protocols);implement evidence-based reading instruction at the classroom level (Tier 1 );implement evidence-based systems of reading intervention for struggling readers (Tier 2 and Tier 3)adhere to all AB289 reporting requirements; and adhere to all NOE RBG3 programmatic requirements.
