Teacher On Special Assignment (11 months): Early Literacy Common Core Teacher Leader - Early Childh

Ref: PCN1451

BASIC FUNCTION: The primary goals of the Early Common Core Teacher Leader Position are:

To accelerate language and literacy outcomes of the site's Tk-1st grade struggling readers, Long-term ELLs (LTELs), students At-Risk of becoming LTEL (AR), or Newcomer focal students and

To build teachers' capacity to ensure that diverse learners meet the demands of the Common Core. This Rainin Foundation-funded, site-based E-CCTL Specialist will work in collaboration with site administrators and central Teaching & Learning/ELLMA and Early Childhood to improve student outcomes at the site and to inform the broader work in Oakland. REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to reflect the principal job elements accurately.) ESSENTIAL FUNCTIONS:

Support site's implementation of Common Core State Standards through a Balanced Approach to Literacy (Readers and Writers Workshop Model) and a focus on the Common Core Instructional Shifts (Academic Discussion, Close Reading of Complex Texts, Evidence-Based Writing), and the Four Ts (Text, Task, Talk, Time).

Support teacher understanding and implementation of Integrated ELD practices (across the content areas) with a focus on the 3 High Impact Practices (fostering interaction in academic discussion, fortifying output, and using complex text to develop complex language).

Provide reading and language acceleration via small group, Guided Reading to struggling readers and/or Language Learners.

Facilitate ongoing, inquiry-based site professional learning and lesson study.

Participate as a member of school site Instructional Leadership Team to inform the school's instructional and professional learning focus.

Attend weekly central professional learning to deepen content and pedagogical knowledge and participate in ongoing data analysis, inquiry, and collaboration around intervention, coaching, and facilitation with cross-site CCTL colleagues and Teaching & Learning support staff.

Model, co-plan, and coach teachers at the site on Common Core aligned language and literacy instruction.

Provide acceleration to focal students using the recommended resources and structure best aligned to their needs:

Struggling tk-1st grade emerging readers - LLI, SIPPS or SEEDS interventions, no more than five students per group

Long Term English Learners - Academic Language and Literacy (English 3D, iLit)

Newcomer Students - Emerging Language and Literacy acceleration (Rigor, Imagine Learning)

As a lead learner, regularly incorporate research-based best practices for focal students and support other teachers at the site to implement these practices.

Maintain screening, diagnostic, and progress-monitoring data (i.e. SRI, CELDT, Fountas & Pinnell) of all focal students.

Utilize a coaching and feedback cycle grounded in data (includes student work, and video/recording of classroom instruction and coaching conversations) to support teacher growth and development.

Meet regularly with central specialist, principal, and Leadership Team to develop and review site E-CCTL Theory of Action.

Visit classrooms with principal, every 6 weeks, include central specialist.

Facilitate professional learning focused on best language and literacy practices to support Common Core implementation, such as:

Facilitate ongoing, inquiry-based site professional learning and lesson study.

Support site's implementation of district reading instruction Balanced Approach to Literacy (Readers and Writers Workshop Model) and the Four Ts (Text, Task, Talk, Time).

Support site's implementation of Integrated ELD practices (across the content areas) with a focus on the 3 High Impact Practices (fostering interaction in academic discussion, fortifying output, and using complex text to develop complex language).

QUALIFICATIONS:

The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position. KNOWLEDGE OF:

Implementing the Common Core State Standards and key shifts Backwards unit and lesson design experience

Effective pedagogy, curricular programs, assessments, and supplementary materials for historically underserved populations, English and Standard English Learners. For instance: workshop model/balanced literacy for adolescents

Effective methods and frameworks for professional development facilitation, adult learning, and coaching

Interventions and curriculum, including Leveled Literacy Intervention, SIPPS and community based programs such as Reading Partners

Observation-based coaching cycles

Principles and practices of organization, management (supervision and evaluation), and leadership California Department of Education and Other Frameworks governing work scope such as: Common Core

Standards, ELA/ELD Framework, ELD Standards, Content Standards, Curriculum, Response to Intervention/Multi- Tiered Systems of Support, Full Service Community Schools, and Universal Design for Learning

Technology, particularly Google Applications and Microsoft Office, and ability to adapt to new digital platforms (such as Teaching Channel)

Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students and staff Correct English usage, grammar, spelling, and punctuation

Presentation, communication, and public speaking techniques

ABILITY TO:

Plan, organize, and complete multiple projects simultaneously, meet established timelines and deadlines, and regularly evaluate outcomes

Maintain a learner stance within Literacy department work as well as in engagements across departments and stakeholder groups. For instance: the foundational literacy expertise in K-5

Implement the Common Core State Standards and key shifts

Analyze challenges, make decisions or recommendations, and be responsible for those decisions Respond to requests for support and guidance (primarily email) in a timely manner

Prepare and deliver clear and concise presentations to a variety of audiences (T&L colleagues, cross-department personnel, teachers, administrators, etc.), particularly around instructional materials, guidance, and strategies

Determine staff development needs and develop strategic plans to learning opportunities to meet those needs

Use a range of coaching strategies to support diverse teachers and administrators, particularly in the context of observation and data-based coaching cycles

Collaborate with multiple stakeholders: across content areas, and with administrators, district support and administrators, and other partners

Interpret, communicate, implement, and maintain current knowledge of applicable federal, state, and District laws, codes, regulations, policies, and collective bargaining contract governing secondary education, related programs, and work scope to stakeholders

Establish and maintain effective working relationships with others of diverse backgrounds, experience, and personalities, and work with diverse school sites and conditions in a manner that achieves District goals

Analyze, interpret and communicate data to support adults to transform practice

Communicate effectively in English orally and in writing, and model communication skills using tact, patience, and courtesy to understand and respond to the needs and expectations of team members and others

Operate personal computer, related software, and other office equipment, and flexibly learn new applications and systems as needed

Meet District standards of professional conduct as outlined in Board Policy Adapt to new digital platforms (such as Teaching Channel)

PREREQUISITES

Bachelor's degree from an accredited college or university Master's degree preferred

Valid California (or Out-of-State) Teaching Credential with English Learner authorization

Five (5) years of successful classroom teaching experience and strong language, literacy, pedagogical, and content knowledge

Two (2) recommendations from instructional supervisors (for example, principal)

One (1) recommendation from a teacher coached by the applicant, or for whom applicant has provided professional learning. If not available, then a recommendation from a colleague the applicant has supported through peer observations/collaboration.

Experience with language/literacy intervention for struggling readers and/or English Language Learners Coaching experience, specifically in observation-based coaching cycles

Experience facilitating professional development and application of adult learning theory, or success in a site- leadership role

Experience with Readers and Writers Workshop Model and Balanced Approach to Literacy

Valid California Driver's License, if applicable

PRE-EMPLOYMENT PROCESS:

Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance WORKING CONDITIONS ENVIRONMENT:

Office and diverse school site environments; driving a vehicle to conduct work; fast-paced work; constant interruptions PHYSICAL REQUIREMENTS:

Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations. NON-DISCRIMINATION POLICY:

The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation

Primary Location: Early Childhood Education Department
Salary Range: $51,227.28 - $92,095.85 / Per Year
Shift Type: per FTE

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