Literacy Specialist
- Employer
- School District of Lancaster
- Location
- Lancaster, PA, US
- Salary
- Per SDoL/LEA Agreement / Per Year
View more
- Job Category
- Administrator, Specialist / Coordinator
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QUALIFICATIONS: Instructional II Certificate in appropriate area (Elementary Education)
Reading Specialist Certificate
Five or more years of teaching experience
Demonstrated excellence in effective teaching practice (Classroom Strategies and Behaviors, Planning and Preparing, Reflecting on Teaching, and Collegiality and Professionalism)
Adept at differentiated instructional strategies with experience in addressing the needs of students with IEPs and English Language Learners
Experience in working with urban, culturally diverse students and staff preferred
Ability to work effectively with limited supervision
Willingness to work collaboratively with Coordinators, Principals and Coaches to integrate literacy across the curriculum
Demonstrated sensitivity to the needs of others and commitment to maintain confidentiality
Strong written and oral communication skills, and demonstrated use of technology to communicate and teach as appropriate
Willingness to work a flexible, extended day and year schedule to provide support for teachers and/or attend professional growth opportunities
Ability to use diagnostic assessments, program monitoring tools, a universal screener and formative assessments to develop individualized learning plans for students experiencing reading difficulties
Work collaboratively with the district leadership to develop and implement curriculum and professional development initiatives in all content areas, which may include the following; develop, revise and evaluate district intervention documents and program; analyze data to identify root causes, make intervention adjustments and plan for professional development needs
Alternatives to the above that the School Board may find appropriate
REPORTS TO: Principal and Coordinator of Elementary Literacy & Social Studies
SUPERVISES: Not applicable
JOB GOAL: To facilitate the District Goals and Strategic Priorities through improved reading achievement by the implementation of effective teaching practices in classroom and whole group settings where students will read, write, speak, listen and think at expanding proficiency levels.
ESSENTIAL FUNCTIONS:
Administer a variety of diagnostic assessments to determine the nature of reading difficulties for students and administer other reading assessments where appropriate.
Collaborate with building and district staff to effectively implement reading strategies/interventions to strengthen and supplement the district's core curriculum.
Maintain professional competence through on-going high quality professional developments and trainings.
Communicate regularly with parents, administrators, teachers and counselors on student progress.
Participate in committees at the building and/or district level and lead school literacy
Participate in and plan professional development to support the needs of teachers based on student performance
Work productively with school and district leadership teams in designing and implementing researched-based reading
Provide modeling and coaching support to assist teachers with more effective use of best practice instructional strategies, integration of literacy across the curriculum, and embedded use of instructional technology across the
Provide modeling and coaching support to assist teachers with small group and differentiated instruction to meet the needs of students, including students with IEPs and English Language
Assist the Principal and teachers with testing and reporting about student literacy progress; collaborate with the Principal, school staff and parents on the development, implementation and monitoring of the School Improvement
Share information from district meetings with the Principal and teachers as needed.
Collaborate with Coordinators, Principals, Coaches and staff to identify appropriate interventions to support struggling learners, and to extend or enrich learning.
Demonstrate and maintain current knowledge in literacy instruction.
Participate in on-going building, district and other professional development as a function of this position
Provide opportunities for parents to learn about literacy curriculum, instruction and assessment.
MARGINAL FUNCTIONS:
Leave school building to perform operations necessary to district level functioning, such as making local purchases, delivering, or obtaining documents or materials that support delivery or professional development services off-site.
Support Coordinators, Principals, Coaches and Teachers with professional development related to effective teaching and employment of literacy
Support Coordinators, Principals, Coaches and Teachers with data collection, reporting, and instructional decision making related to increasing student achievement.
Assist with other duties, as assigned, such as assessment distribution, program evaluation, and resource inventory.
TERMS OF EMPLOYMENT: Teacher contract year and compensation may include some extended days with after-school hours and summer training
EVALUATION:
Performance of this job will be evaluated in accordance with district's Observation/Supervision/Evaluation (O/S/E) Plan
PHYSICAL DEMANDS:
Sitting at a desk for extended periods of time
100% physically active, standing and walking for extended periods of time
Occasional bending, crouching, stooping, twisting, reaching and grasping
Manual dexterity and repetitive movement of fingers and hands for keyboarding
Ability to climb stairs
Some lifting, up to 25 pounds
SENSORY ABILITIES:
Visual acuity to read correspondence and computer screens
Auditory acuity to be able to use telephone
Ability to speak clearly and distinctly
ENVIRONMENT:
Office setting with ability to travel
Classroom or small group setting
Professional learning setting with colleagues and district/building level administration
TEMPERAMENT:
Ability to work as a member of a team
Ability to work with limited supervision
Ability to be versatile with tasks
MENTAL DEMANDS:
High degree of patience and tolerance
Ability to interpret detailed written and verbal communications
Ability to perform complex skills
Reading Specialist Certificate
Five or more years of teaching experience
Demonstrated excellence in effective teaching practice (Classroom Strategies and Behaviors, Planning and Preparing, Reflecting on Teaching, and Collegiality and Professionalism)
Adept at differentiated instructional strategies with experience in addressing the needs of students with IEPs and English Language Learners
Experience in working with urban, culturally diverse students and staff preferred
Ability to work effectively with limited supervision
Willingness to work collaboratively with Coordinators, Principals and Coaches to integrate literacy across the curriculum
Demonstrated sensitivity to the needs of others and commitment to maintain confidentiality
Strong written and oral communication skills, and demonstrated use of technology to communicate and teach as appropriate
Willingness to work a flexible, extended day and year schedule to provide support for teachers and/or attend professional growth opportunities
Ability to use diagnostic assessments, program monitoring tools, a universal screener and formative assessments to develop individualized learning plans for students experiencing reading difficulties
Work collaboratively with the district leadership to develop and implement curriculum and professional development initiatives in all content areas, which may include the following; develop, revise and evaluate district intervention documents and program; analyze data to identify root causes, make intervention adjustments and plan for professional development needs
Alternatives to the above that the School Board may find appropriate
REPORTS TO: Principal and Coordinator of Elementary Literacy & Social Studies
SUPERVISES: Not applicable
JOB GOAL: To facilitate the District Goals and Strategic Priorities through improved reading achievement by the implementation of effective teaching practices in classroom and whole group settings where students will read, write, speak, listen and think at expanding proficiency levels.
ESSENTIAL FUNCTIONS:
Administer a variety of diagnostic assessments to determine the nature of reading difficulties for students and administer other reading assessments where appropriate.
Collaborate with building and district staff to effectively implement reading strategies/interventions to strengthen and supplement the district's core curriculum.
Maintain professional competence through on-going high quality professional developments and trainings.
Communicate regularly with parents, administrators, teachers and counselors on student progress.
Participate in committees at the building and/or district level and lead school literacy
Participate in and plan professional development to support the needs of teachers based on student performance
Work productively with school and district leadership teams in designing and implementing researched-based reading
Provide modeling and coaching support to assist teachers with more effective use of best practice instructional strategies, integration of literacy across the curriculum, and embedded use of instructional technology across the
Provide modeling and coaching support to assist teachers with small group and differentiated instruction to meet the needs of students, including students with IEPs and English Language
Assist the Principal and teachers with testing and reporting about student literacy progress; collaborate with the Principal, school staff and parents on the development, implementation and monitoring of the School Improvement
Share information from district meetings with the Principal and teachers as needed.
Collaborate with Coordinators, Principals, Coaches and staff to identify appropriate interventions to support struggling learners, and to extend or enrich learning.
Demonstrate and maintain current knowledge in literacy instruction.
Participate in on-going building, district and other professional development as a function of this position
Provide opportunities for parents to learn about literacy curriculum, instruction and assessment.
MARGINAL FUNCTIONS:
Leave school building to perform operations necessary to district level functioning, such as making local purchases, delivering, or obtaining documents or materials that support delivery or professional development services off-site.
Support Coordinators, Principals, Coaches and Teachers with professional development related to effective teaching and employment of literacy
Support Coordinators, Principals, Coaches and Teachers with data collection, reporting, and instructional decision making related to increasing student achievement.
Assist with other duties, as assigned, such as assessment distribution, program evaluation, and resource inventory.
TERMS OF EMPLOYMENT: Teacher contract year and compensation may include some extended days with after-school hours and summer training
EVALUATION:
Performance of this job will be evaluated in accordance with district's Observation/Supervision/Evaluation (O/S/E) Plan
PHYSICAL DEMANDS:
Sitting at a desk for extended periods of time
100% physically active, standing and walking for extended periods of time
Occasional bending, crouching, stooping, twisting, reaching and grasping
Manual dexterity and repetitive movement of fingers and hands for keyboarding
Ability to climb stairs
Some lifting, up to 25 pounds
SENSORY ABILITIES:
Visual acuity to read correspondence and computer screens
Auditory acuity to be able to use telephone
Ability to speak clearly and distinctly
ENVIRONMENT:
Office setting with ability to travel
Classroom or small group setting
Professional learning setting with colleagues and district/building level administration
TEMPERAMENT:
Ability to work as a member of a team
Ability to work with limited supervision
Ability to be versatile with tasks
MENTAL DEMANDS:
High degree of patience and tolerance
Ability to interpret detailed written and verbal communications
Ability to perform complex skills
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