JobID 35597 : SPEC – LITERACY TEACHER DEV - SECONDARY (for placement in the Pool of Candidates) 2019-20 SY (#1519485)

Job | Posted 6 months ago

Job Title: SPEC – LITERACY TEACHER DEV-Secondary Revision Date: 04/28/2019
Job Code: 85632 FLSA: EXEMPT
Salary Plan: Exempt Revised By: Jill Petty
Pay Grade: Certificated, BA Comp Reviewed By:
Funding Source:
Work Location:
Duration; # of months
10 months

Job Summary (2-3 sentences describing job purpose): At the direction of the principal and Department of Curriculum and Instruction, the Literacy Teacher Development Specialist (LTDS) builds teachers’ capacity in literacy by facilitating job-embedded teacher development. In collaboration with administrators, teachers and central office staff, the LTDS supports the goal of building teacher capacity to meet system-wide and local school initiatives to increase student learning in literacy (e.g., reading, writing, listening, speaking, and using language effectively).
Reports to:  The Principal and Department of Curriculum and Instruction          
Department Name:  Curriculum and Instruction

Primary Job Duties/ResponsibilitiesList, in the order of importance or time spent, the essential duties/tasks performed by the position.  This is not an exhaustive list and employees may be assigned additional duties by management as required.  
Job Duty/Resp. 1: Demonstrated knowledge of best practices in adult learning, teaching methods and teaching skills and the ability to use and model them. Demonstrated ability to analyze student performance data, then, formulate instructional strategies to meet student needs. Job Duty/Resp. 2: Engages teachers to develop a culture that fosters professional learning communities recognizing all teachers as learners capable of acquiring a repertoire of literacy skills to meet the needs of every student. Job Duty/Resp. 3: Creates professional learning opportunities related to generating evidence of student learning; and, promotes data-driven instruction, instructional planning, differentiated instruction, and acquisition of instructional best practices, peer visits with follow-up reflection, school walkthroughs, collaborative team planning, individual teacher planning, and reflective practices. Demonstrates high expectations and models effective instructional strategies for continuous student improvement. Assists teachers with analysis of formal and informal literacy assessments. Communicates and supports implementation of system-wide initiatives. Supports job embedded professional development, and continually provides monitoring, support, and feedback to ensure successful implementation. Job Duty/Resp. 4: Provides Instructional Support for Literacy by: demonstrating superior knowledge of the three ELA shifts, the ELA Core Actions, and pedagogy as it relates to Balanced Literacy (the 5 literacy components) at the elementary level; and, Disciplinary Literacy (literacy across content areas) at the secondary level; supporting teachers with creating a rich literacy environment conducive to effective instruction; modeling literacy/learning strategies in classrooms; observing classroom instruction and providing specific, quality feedback with opportunities for teacher reflection, evaluating literacy needs within various subject areas and collaborating with teachers and administrators to interpret and use assessment data to improve instruction, and problem solve; using assessment data to assist administrators and teachers with placement of students in appropriate instructional or intervention programs; leading administrators and teachers in the selection and use of a range of assessment tools as a means to make sound decisions about student literacy needs as related to the curriculum and to instruction; conducting regular meetings and collaborating with teachers to examine student work and monitor progress in order to support teacher reflection and action; assisting classroom teachers with analysis of formal and informal literacy assessment data on their students to determine student response to instruction; working with the school’s Leadership Team, Leading for Literacy Team, and other constituent groups to determine the school’s strengths and needs for improvement in the area of literacy in order to improve students’ reading, writing, and communication skills and content area knowledge; and communicating the school’s literacy program for all staff, parents, and members of the community. Job Duty/Resp. 5: Continues professional growth and strengthens professional teaching knowledge, skills, and strategies; participates in district-level professional development meetings and assists in the coordination and delivery of district level professional development offerings; attends and participates in all required meetings; maintains a collection of professional materials related to effective literacy instruction and reflect current research Job Duty/Resp. 6: Professional Responsibilities:                                                                                             1. In collaboration with the principal, develops a Literacy Professional Development Plan for the school that is aligned to the school’s School Improvement Plan.                                                                                                     2. Maintains and promptly submits accurate, complete, and correct records and reports as required by district policy, administrative directives, etc.                                          3. Facilitates or serves as a member on school literacy groups and committees.            4. Works to promote productive relationships with and among school staff.                 5. Attends and participates in all required meetings.                                                     


































Education and Experience Requirements


Education (training/degree): Required minimum: Bachelor's degree in education, a specific subject, curriculum development or a related field Preferred: Preferred: A reading endorsement or certificate
Experience Requirements: Required: Minimum: Five (5) years successful teaching experience; at least three in MNPS desirable. Meets highly effective rating (4 or 5) on the most recent evaluation. Experience in presenting and modeling exemplary teaching practices to adult learners in a variety of settings such as workshops, seminars and college courses. Evidence of instructional leadership (e.g., team leader, resource teacher, interdisciplinary resource teacher, department chair, system-wide committees, etc.).  Experience as a literacy or reading coach, reading specialist, and/or reading teacher. More specific degree, certification, and experience requirements will be included in the position announcement as vacancies occur.
Licenses, Certifications or Registrations Required: Active Tennessee Teacher License
Skills Required: Read, write, and effectively communicate to a variety of audiences.



Additional Requirements:

Submission of a letter of introduction that MUST explain your understanding of the key competencies of an effective Literacy Teacher Development Specialist:

·   Understanding reading—familiarity with current reading research, TN ELA standards and           

assessments, the ELA Core Actions and how they impact planning and classroom instruction,  

and literacy data review

·    Understanding pedagogy—best practices in effective literacy (reading, writing, speaking, & listening)

     instruction, collection of instructional strategies to draw upon, managing diverse learners and student

     engagement strategies

·    Understanding adult learning theory—how to help other teachers learn, experiment, and apply new

     knowledge; facilitating meetings, effective questioning strategies; how to work collaboratively with

           administration and teachers

  • Demonstration of high-quality literacy instruction in a classroom setting while being observed by members of the MNPS Literacy Department, or submission of a videotape showing the candidate conferencing with a teacher/ colleague, leading a small or large group professional development session, or teaching a guided reading lesson or interactive read aloud at the elementary level or facilitating a small or whole group literacy lesson (in any content area) at the middle school or high school level.
  • Submission of three letters of reference from current principal, colleague, and teacher the candidate supported. These reference letters must speak to the candidate’s literacy skills, knowledge and expertise as well as human relations and interpersonal skills.
  • Mandatory attendance required at summer MNPS training—July 10-12, 2019.







General Skills, Responsibilities, Requirements, and Impacts

Data Responsibility:
Level 6: Synthesizes or integrates analysis of data or information to discover facts or develop knowledge or interpretations; modifies policies, procedures, or methodologies based on findings.

People Responsibility:
Level 4: Mentors others by advising, counseling, or guiding them regarding problems that may be resolved by scientific or other professional principles.

Assets Responsibility:
Level 8: Requires responsibility and opportunity for achieving widespread economies and/or preventing losses through the development and administration of organization-wide programs and policies that impact major departments.

Mathematical Requirements:
Level 2: Uses addition, subtraction, multiplication, and division; may compute ratios, rates, and percentages.

Communications Requirements:
Level 6: Reads journals and manuals; composes specialized reports/analysis; speaks to large groups of coworkers and people outside the organization.

Complexity of Work:
Level 5: Performs coordinating work involving guidelines and rules with constant problem solving; requires continuous, close attention for accurate results or frequent exposure to unusual pressure.

Impact of Decisions:
Level 4: Makes decisions with moderately serious impact - affects work unit and may affect other units or citizens.

Equipment Usage (if applicable):

Safety of Others:
Level 3: Requires responsibility for the safety and health of others and for occasional enforcement of the laws and standards of public health and safety.

Meal Deduction – Most Bransford office and district level employee have a meal deduction. They are scheduled 8.5 hours per day and get an hour lunch. Itinerants and retirees get a 30 minute lunch period and therefore do not have a meal deduction. All school based employees will not have a meal deduction. No Meal Deduction

Travel – Itinerant non-exempt employees who travel will be using the time clock differently than others and are paid for travel time between work locations. Employee does not or seldom travels

Compensatory Time vs. Overtime (Support Non-Exempt Employees only) – Does this department have overtime budgeted, i.e. Maintenance, Transportation, Food Service. If not, employees accrue comp time only. Department can pay overtime when earned

Restrictions – Should employee be restricted to punch in and out within 7 minutes of their schedule start and end times? No, Do not restrict punches

Employee Type – Clock, phone, supervisor, etc. Time Clock

Timekeeper – Is the employee a timekeeper? No

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ADA Requirements/Compliance

Physical Demands:
Please select from drop-down list.

Additional requirements: Click here to enter text.
Unavoidable Hazards:

Sensory Requirements:
Level 1: The position requires normal visual acuity and field of vision, hearing, and speaking.

Metropolitan Nashville Public Schools is an Equal Opportunity Employer.  ADA requires MNPS to provide adequate accommodations to qualified persons with disabilities.  Prospective and current employees are encouraged to discuss ADA accommodations with management.

Posted By

Metropolitan Nashville Public School District

2601 Bransford AVE, Nashville, TN 37204
Compare with State

Amount per Student

$11,003 (USD)

State Average: $9,312 (USD)

% ELL Students


State Average: 4%

Student Teacher Ratio


State Average: 15.06

% IEP Students


State Average: 13%



State Average: 874