Literacy Specialist (2021-2022) - Forest Hills Elementary School
The Literacy Specialist provides school-based leadership to advance literacy development for all students at the assigned school. The Literacy Specialist supports either elementary or middle schools by building teacher capacity and their understanding of the English/language arts and writing curriculum and instructional practices aligned to the Virginia Standards of Learning. The Literacy Specialist is responsible for ensuring high-quality instruction in classrooms through modeling, co-planning, co-teaching, and providing non-evaluative feedback to teachers. The Literacy Specialist supports teachers and administrators through professional development, coaching, and providing appropriately aligned resources to foster student academic success. This is not a supervisory position and does not include evaluation of colleagues.
Monitors the instructional program provided by English/language arts classroom teachers and provides ongoing professional learning support and coaching to help teachers improve performance and achieve literacy-related objectives;
Supports teachers in ensuring the alignment of their lesson plans and instruction to the appropriate Virginia Standards of Learning and the Curriculum Framework;
Facilitates teachers’ use of high-impact, evidence-based instructional strategies, including differentiated instruction for diverse learners.
Stays abreast of the latest English/language arts research, innovations, program trends, and methodologies and implements new strategies as appropriate for the school’s student population.
Works with new teachers to ensure they have materials and competencies necessary for success;
Observes classroom English/language arts instruction regularly and provides follow-up consultation and written non-evaluative feedback to teachers and administrators;
Provides direct support to individual and small groups of students as warranted;
Analyzes and uses student performance data to identify and respond to the literacy-related professional learning needs of individuals and groups of teachers; Coordinates the gathering, selecting, and analysis of data with respect to the program area;
Assists administrators in identifying school strengths and areas for improvement in English/language arts and recommends responses that maximize student achievement in reading and literacy development. Takes initiative and proactively identifies opportunities to strengthen one’s team and organization; •
Works well in a fast-paced environment; demonstrates flexibility and adaptability with a sense of urgency and zeal for ensuring that all students in the school meet grade level expectations (at a minimum) in English/language arts and attain the foundational literacy skills that lead to college, career and civic readiness;
Models professionalism, engages in reflection, self-led continuous improvement, seeks out feedback and provides constructive feedback to colleagues; • Performs other related duties as assigned.
KNOWLEDGE, SKILLS, AND ABILITIES:
Experience working in diverse settings;
Ability to provide intense coaching on the alignment on the written, taught, and tested curriculum;
Ability to provide school-level leadership in regards to curriculum, pacing, and resources to support classroom instruction with a deep understanding of the progression of the knowledge, skills, and processes of education as defined in the Virginia Standards of Learning;
Ability to analyze data at the student, class, and school levels and be able to help teachers use this data to tailor their instruction and ultimately increase academic performance;
Comprehensive knowledge of child growth and development, large and small group instructional strategies, and the theory and pedagogy related to literacy instruction;
Extensive experience with innovative teaching techniques, instructional materials, and current trends in the area of English/reading;
Ability to train teachers in the dimensions of reading: phonemic awareness, phonics/word study, vocabulary development, fluency, and comprehension;
Ability to coach teachers in meeting the diverse needs of students.