Texas Reading Academies Biliteracy Specialist

Job Title: Education Specialist 1: Texas Reading Academies Biliteracy

Reports To: Coordinator, Texas Reading Academies

Salary: This is a full-time (12) twelve-month position at 232 days with a salary in the range of $67,158 to $75,175.00.

Job Summary (Primary Purpose):  Provide training and associated district-based coaching for Comprehensive Cohorts of the Texas Reading Academies. Create and provide professional development, technical assistance, and support to teachers in districts and on campuses regarding the implementation of the Texas Essential Knowledge and Skills (TEKS). 

Required Qualifications (Experience, Education, and Certificates): 

• Bachelor's degree from an accredited college or university
• Texas Teacher Certification in Core EC-6 or Elementary Reading Language Arts
• Passing grade on the biliteracy cohort leader screener
• At least three years of classroom experience in Elementary Reading Language Arts
• Thorough knowledge of the Texas Essential Knowledge and Skills (TEKS) in Elementary Reading Language Arts
• Attended Texas Reading Academies as a participant with successful completion 

Preferred Qualifications (Experience, Education, and Certificates):

• Master's degree in education or related field
• English as a Second Language certification
• Experience as a team lead or content lead in a district setting
• Led a Texas Reading Academies cohort  
• Experience with creating, building, facilitating, and/or presenting professional learning for adults 

Knowledge and Skills:

• Provide client and participant support as a cohort leader in the training and facilitation of the Texas Reading Academies
• General/Working knowledge of platforms such as Microsoft Office Suite, Google Suite, and Canvas (required)
• Ability to research and apply results in a client-centered way for the content area
• General/Working knowledge of current curriculum trends, instruction, technology, assessment, and school systems
• General/Working Knowledge of best practice in English as a Second Language (e.g., Sheltered Instruction) and the English Language Proficiency Standards (ELPS)
• General/Working knowledge of instructional design, current curriculum trends, instruction, technology, assessment, project-based learning, and differentiation
• Familiarity with Response to Intervention and progress monitoring
• General/Working knowledge of data-driven strategies for improving student performance
• Ability to multitask when working on multiple projects, programs, and with clients
• Strong interpersonal skills
• Ability to work independently with minimum supervision
• Ability to work collaboratively in a team environment
• Excellent verbal and written skills
• Excellent organizational skills

Major Job Responsibilities/Essential Functions:

• Serve as a representative of the Center, displaying courtesy, tact, consideration, and discretion in all interactions with other members of the educational community and with the public.
• Deliver content training and district-based coaching as a Comprehensive Cohort Leader for Texas Reading Academies based on the thorough knowledge of the reading academies' tenets, program requirements, and client needs
• Create, develop, and deliver content training services and technical assistance to clients as a content specialist in Elementary Reading Language Arts
• Participate in strategic, long-range planning by analyzing data and stakeholder feedback to determine development and team needs
• Establish and maintain relationships with teachers
• Stay up-to-date on trends and research (pedagogy and content) and apply that research in a client-centered way
• Stay up-to-date on TEKS (changes, gaps, alignment) and apply that knowledge to services and products for the ESC
• Perform duties associated with Reading Language Arts Programs and Services
• Perform other duties as assigned

TEA Required Performance Measures for Grant Compliance:

1. Number and percentage of participants in each term who complete Reading Academies and earn a certificate.
2. Number and percentage of reading academies participants in each term who pass human-graded artifacts on the first attempt.
3. Number of one-on-one coaching sessions provided to reading academies participants in each term.
4. Number and percentage of district and charter school survey respondents who agree or strongly agree that the ESC provided support to meet their needs related to the implementation of reading academies and related initiatives.

Working Conditions (Physical/Mental Demands & Environmental Factors):

• Light lifting and carrying (up to 20 pounds)
• Sitting, standing, hearing, speaking
• Visual acuity with printouts and with computer monitors
• Travel to districts within Region 13 and sometimes out of the region as requested
• Multi-task environment
• Ability to handle stress
• Communicates clearly and effectively (verbal and written)
• Follows policies and procedures
• Maintains emotional control
• Attention to detail
• Reading, writing, proofreading
• Office environment

Equipment Used:

• General office equipment
• Computer and peripherals
• Other equipment as requirements change