Reading Specialist- Grades K-8

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Start Date
07/27/2020

Description

 
TITLE: Literacy Coach (K-8) – 10 MONTHS
 
QUALIFICATIONS:
1.Graduation from an accredited college or university with a minimum of at least a bachelor’s degree and be eligible for a Virginia Teaching License with an endorsement as a Reading Specialist, required.
2.Three (3) years of successful classroom teaching experience in which the teaching of reading was the primary responsibility, required.
3.Experience in coaching, professional development, and/or school leadership, preferred.

TERMS OF EMPLOYMENT: 10 months

 
EVALUATION:
Performance in this job will be evaluated in accordance with school board policy and administrative regulations of teachers.
 
REPORTS TO:
Department of Teaching and Learning

 

 

LOCATION: Central Office 

 

SALARY:Placement on teacher salary scale depends on education and experience with a maximum level of Step 10.  National Board Certification stacks onto Educational Level Obtained - $2,000. 

 

BEGINNING DATE:July 27, 2020  

 

CONTACT PERSON:Allison Erickson, Personnel Secretary – Ext. 2610 

 

APPLICATION CLOSING DATE:  UNTIL FILLED 

 

NOTE:Fredericksburg City Public School Division is an equal opportunity employer.  Therefore, it does not discriminate on the basis of race, color, religion, national origin, political affiliation, gender, age, marital status, or disability in its educational programs or employment.  No person shall be denied employment solely because of any impairment which is unrelated to the ability to engage in activities involved in the position or program for which application has been made. 

FREDERICKSBURG CITY PUBLIC SCHOOLS JOB DESCRIPTION
TITLE: Literacy Coach (K-8) – 10 MONTHS
PRIMARY FUNCTION:
Under the supervision of the department of Teaching and Learning, this position provides instructional support and assistance to promote innovative and effective learning environments based on research-based best practices in instruction. The Literacy Coach (K-8) assists in the identification of appropriate resources which complement the schools' instructional programs, provides professional learning opportunities, collaborates with instructional staff, and supports division instructional goals. The Literacy Coach will also assist in the analysis of collected data and propose school needs assessments.  Literacy Coaches promote positive relationships, professional growth, and student achievement.  They foster positive professional environments in which frequent teacher interaction, collaboration and trust are established as an integral part of the school culture.  At the heart of this work literacy coaches are agents of change with goals focused on building the instructional capacity of teachers based on best practices.  The Literacy Coach is the bridge between division and school-wide goals and instructional practice. 
The following Qualifications, Knowledge, Skills, and Performance Responsibilities are given by way of example, and are not intended to be all inclusive and are not set forth in order of importance.
QUALIFICATIONS:

  1. Graduation from an accredited college or university with a minimum of at least a bachelor’s degree and be eligible for a Virginia Teaching License with an endorsement as a Reading Specialist.
  2. Three (3) years of successful classroom teaching experience in which the teaching of reading was the primary responsibility, required.
  3. Experience in coaching, professional development, and/or school leadership, preferred.
KNOWLEDGE & SKILLS:
Planning & Preparation:
  • Demonstrate thorough knowledge of specialty area and trends in professional development.
  • Demonstrate thorough knowledge and support teacher delivery of school/district instructional programs (e.g. International Baccalaureate).
  • Demonstrate knowledge of resources, both within and beyond the school and district, for teachers to advance their skill.
  • Establish goals for supporting the instructional program that are clear, based on student achievement data, and are suitable to the situation and the needs of the staff.
  • Design a coherent plan to support the instructional program and the needs of teachers to include a variety of models such as one-on-one conferencing, professional development sessions, professional learning communities, etc.
  • Reflect on coaching plan and makes improvements based upon best practices.
 
Professional Learning Environment:
  • Create an environment of trust and respect
  • Collaborate with administrators while maintaining confidential teacher-coach relationships
  • Support a positive culture for ongoing instructional improvement
  • Establish clear procedures for teachers to gain access to instructional support
  • Establish and models norms of behavior for professional interactions
  • Organize physical space for workshops or training
  • Facilitate professional learning communities
Delivery of Service:
  • Collaborate with classroom teachers in the design and planning of instructional lessons and units as needed, using a variety of resources
  • Utilize their knowledge of specialty area and instructional skills to provide ongoing professional development for staff
  • Observe teachers and provide timely feedback that encourages effective classroom management and supports teacher development
  • Co-teach lessons when applicable
  • Model best practices and instructional skills in a variety of settings
  • Assist teachers in locating appropriate resources
  • Review instructional materials and provide feedback upon request
Learning Designer:
  • Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency.
  • Help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning.
  • Collaborate with educators to design accessible and active digital learning environments that accommodate learner variability.
Professional Responsibilities:
  • Reflect on practice
  • Establish and maintains reports and records
  • Coordinate work with other instructional personnel
  • Participate in a division wide coaching community
  • Engage in ongoing professional learning to maintain expertise in specialty area
  • Maintain confidentiality
  • Demonstrate professionalism by advocating for students
  • Advocate for appropriate integration of instructional technology
  • Meet with administrators regarding instructional matters
 
 
Data-Driven Decision-Maker:
  • Assist educators and leaders in securely collecting and analyzing student data.
  • Support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning.
  • Partner with educators to empower students to use learning data to set their own goals and measure their progress.
  • Model and support the use of qualitative and quantitative data to inform their own instruction and professional learning.

  • Perform other duties as required.

TERMS OF EMPLOYMENT: 10 months
EVALUATION:
Performance in this job will be evaluated in accordance with school board policy and administrative regulations of teachers.
 
 

Posted By

Fredericksburg Public Schools

210 Ferdinand Street, Fredericksburg, VA 22401
 
Insights
Compare with State

Amount per Student

$11,756

State Average: $11,724

% ELL Students

13%

State Average: 9%

Student Teacher Ratio

13.25

State Average: 14.22

% IEP Students

10%

State Average: 13%

FTE

554

State Average: 801