Position Type:
OTHER/ OTHER

Date Posted:
7/23/2021

Location:
International School

Date Available:
Immediately After Hire

Closing Date:
Until Position is Filled

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Waterbury Public Schools

JOB CLASSIFICATION DESCRIPTION

JOB CLASSIFICATION TITLE
Bi-literacy Coordinator

DEPARTMENT
International School

FUNDING SOURCE
Grant Funded

BARGAINING UNIT CLASSIFICATION
Non-Union

REPORTS TO:
Receives administrative direction from the Principal and the Content Supervisor or other administrative official of a higher grade

FLSA DESIGNATION
Non-Exempt, Part Time.
$33.00 per hour Certified (009 and 111)
$25.00 per hour Non-Certified
Note: This is as part time, non-union, grant-funded position with no benefits that exists as long as grant funds are available.

PART I - SUMMARY OF CLASSIFICATION

This class is accountable for providing leadership in developing and implementing the district's dual language program, including curriculum development, professional training and campus support and to build the capacity of the school and its staff to meet the learning needs of dual language students through collaboration. The Bi-Literacy Coordinator will serve as part of the school's leadership team by providing job-embedded and ongoing professional development for teachers, staff and administration. Additionally, this class will assist classroom teachers and other instructional staff to develop bi-literacy strategies, skills, tools, techniques, and capacity to effectively teach reading and writing to all students.

PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES

A. EDUCATION AND EXPERIENCE

General Experience:

Possession of a Bachelor's degree from an accredited university or college.

Five (5) years' experience that would provide the knowledge, skills and abilities listed below.

Bilingual Preferred.

Special Requirement:

In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.

B. CREDENTIALS:

C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:

Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle operator's license.

E. KNOWLEDGE, SKILLS AND ABILITIES

• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
• Ability to analyze data for instructional improvement;
• Ability to develop dual language curricular documents and instructional support materials;
• Ability to develop curriculum and lesson plans, utilizing technology;
• Ability to provide feedback and assistance to classroom teachers;
• Ability to use ethical practices for confidential communication about students;
• Ability to work in a cooperative learning environment;
• Ability to work with individuals from diverse backgrounds;
• Effective coaching skills;
• Knowledge of and respect for the diverse backgrounds (cultural, linguistic, environmental) of students and how these characteristics affect the student's life and learning;

• Knowledge of curriculum development and technology integration;

• Knowledge of proven bi-literacy instructional methods that are age and level appropriate;
• Organizational skills;
• Strong interpersonal and social skills;
• Understanding of dual language programs;
• Written and verbal communication skills;

PART III - POSITION SUPERVISES

May lead the work of teachers and paraprofessionals.

PART IV - ESSENTIAL FUNCTIONS

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.

• Assists administrators in organizing reading/literacy leadership teams that reviews assessment data and develops reading/literacy plans for the school;
• Assists in developing workshops that encourage change in teacher lesson planning and lesson delivery;
• Assists subject-area teachers in selecting appropriate textbooks, software, and other instructional materials;
• Assists teachers in making decisions about instructional activities;
• Builds collaborative, professional relationships among administrators, teachers and staff;
• Collaborates regularly with staff for instructional planning, co-teaching, and modeling of effective bi-literacy strategies;
• Collaborates with instructional supervisors on curriculum development and technology integration;
• Collaborates with teachers and administrators to achieve reading/literacy improvement in the school;
• Collect and analyze data, interpret and use it to guide instructional decisions;
• Consults with teachers to develop and provide dual language students with appropriate course work through curriculum modification and acceleration;
• Delivers appropriate coaching, training and resources to support the professional growth of individuals;
• Designs staff development programs related to curricular goals;
• Develops an atmosphere that allows and encourages teachers to use new materials, attempts and implements new techniques, reviews their effectiveness, and notices shifts in student learning and their teaching behaviors over time;
• Develops strategies for helping teachers make changes in imbedded instructional practices, assisting in the identification of student needs and the differentiation of instructional support;
• Engage in "Coaching Cycles" to provide feedback and assistance to classroom teachers to facilitate improvement and innovation;
• Guides the evaluation and selection of instructional materials, including textbooks, technology, trade books, and materials for students with special needs;
• Lead professional discussions about research based bi-literacy instructional methods that are age and level appropriate during professional learning time, faculty meetings, and other professional development situations;
• Nurtures supportive, respectful behavior in all interactions among adults in the school;
• Participates in the school improvement process through goal setting and implementation as well as data analysis for instructional improvement;
• Provides content knowledge and resources about learning and teaching reading/literacy including teaching strategies, assessment techniques, assessment of reading skills, and interpretation of assessment results, classroom routines and practices that promote reading/literacy, etc;
• Provide modeling and co-teaching of a variety of proven bi-literacy instructional methods, use of materials and assessments in the classroom setting to increase teacher confidence and enable teachers to utilize a variety of effective teaching techniques;
• Provide on-site embedded professional development and support to teachers in the use of proven bi-literacy instructional methods;
• Provide resources and materials to support staff in accomplishing program goals;
• Supports all staff in the implementation of the site reading/literacy plans and programs;
• Supports teachers in using an ongoing model of diagnostic and prescriptive teaching which will ensure that all children are receiving appropriate instruction to meet their assessed needs and remediate their reading/literacy deficits;
• Works closely with new teachers and administrators;
• Works directly with teachers in providing classroom-based demonstrations, collaborative and one on one support, and facilitating teacher inquiry and related professional development;
• Works with campus to plan and conduct parent meetings. Consults with parents, administrators, counselors, teachers, community agencies, and other relevant individuals regarding dual language students;
• Work with other curriculum coordinators to establish and maintain challenging academic standards that will ensure that students learn English and Spanish as well as content information within established timeframes;
• Works with teachers to enhance their ability to provide instruction that builds students' sense of engagement in the ownership of learning;
• Performs related duties as required.

PART V - Working Conditions, Physical and Mental Requirements

Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.

Frequency: Place an "X" in each box that is appropriate to your job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Standing X Color Distinction X Walking X Peripheral Vision X Sitting X Driving X Lifting X Physical Strength: Carrying X Little Physical Effort (-10 lbs.) X Pushing X Light Work (-20 lbs.) X Pulling X Medium Work (20-50 lbs.) X Climbing X Heavy Work (50-100 lbs.) X Balancing X Very Heavy Work (100+ lbs.) X Stooping X Environmental Conditions Kneeling X Cold (50 degrees F or less) X Crouching X Heat (90 degrees F or more) X Crawling X Temperature Changes X Reaching X Wetness X Handling X Humidity X Grasping X Extreme Noise or Vibration X Twisting X Exposure to Chemicals X Feeling X Exposure to Gases and Fumes X Talking X Exposure to Unpleasant Odors X Hearing X Exposure to bodily fluids X Repetitive Motion X Exposure to dampness X Hand/Eye/Foot Coordination X Confinement to Small or Restricting Area X Visual Acuity/Near X Mechanical Hazards X Visual Acuity/Far X Physical danger or abuse X
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.

Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.