Secondary ELA Specialist Position Available In Marshall, Alabama

Secondary ELA Specialist Guntersville City Board of Education Guntersville, AL Guntersville City Schools Job Description Position Title:

Secondary ELA Specialist Location:

GMS & GHS

Pay Type:

Salary –

Exempt Reports To:

Principal and Chief Academic Officer Contract Work Year:

187 Days

SECONDARY ELA SPECIALIST JOB DESCRIPTION

Local reading specialists will be evaluated according to quantitative and qualitative data measures. Summative and formative student assessment data, surveys, and site visit reports will be used in determining local reading specialists’ effectiveness and that of overall program and process effectiveness. Secondary reading specialists will provide intensive, targeted professional development for secondary school teachers. Secondary reading specialists may not perform administrative functions such as serving as an evaluator, substitute teacher, assessment coordinator, or school administrators, or full-time interventionist.

MINIMUM QUALIFICATIONS

Secondary reading specialist shall have all of the following minimum qualifications: The required Alabama Professional Educator Certificate. b. A bachelor’s degree and advanced coursework or professional development in the science of reading, such as multisensory language instruction, strategic teaching or comparable alternative training approved by the Alabama State Board of Education. c. A minimum of two years of experience as a successful secondary ELA teacher. d. A knowledge of scientifically based reading research, special expertise in quality reading instruction and intervention, dyslexia specific interventions, and data analysis. e. A strong knowledge base in the science of learning to read. f. Excellent communication skills with outstanding presentation, interpersonal, and time management skills.

DUTIES AND RESPONSIBILITIES

In order to ensure that all students are reading on or above grade level the job of the secondary reading specialist(s) will include the following as evidenced by student reading achievement and growth: Collaborating with the principal and Chief Academic Officer to create a strategic plan for coaching to support and measure the impact of reading instruction according to the science of reading, school baseline data, and data from approved early reading assessment systems. b. Facilitating schoolwide professional development and monitoring and measuring the impact of transfer to practice. c. Modeling effective science of reading instruction for teachers that is explicit, systematic, inclusive of detailed explanations and more extensive opportunities for guided practice, error correction, and feedback. d. Coaching and mentoring teachers daily via planned coaching cycles based on data and gradually releasing responsibility to teachers. e. Facilitating data analysis discussions and supporting teachers by using data to differentiate instruction according to the needs of students by adhering to the framework of tiered instruction. f. Fostering multiple areas of teacher professional learning, including exceptional student education and content area knowledge, and making adjustments based on data. g. Prioritizing time for those teachers, activities, and roles that will give the greatest impact on student reading achievement, such as coaching and mentoring in classrooms, as evidenced by coaching logs, student impact data, and site visit data. h. Monitoring the reading progress of all students a minimum of three times per year and making recommendations for the adjustment of instruction according to student specific needs identified from multiple data points and aligned with the science of reading as specified in the strategic plan for coaching.

ALABAMA’S JOURNEY TO READING SUCCESS PROGRAM AND PROCESS OUTCOMES

Year 1

Outcomes Collaborative Leadership:

Increased administrator, local reading Specialist, and teacher collaboration as evidenced by the facilitation of collaborative planning and reflection resulting in a more collaborative school culture.

Assessment:

Increased student proficiency according to state and district summative and formative measures with emphasis on closing achievement gaps and ensuring students are reading at or above grade level.

Professional Learning:

➢ Increased job-embedded and collaborative professional learning opportunities for individual teachers, or groups of teachers, to create building-based learning communities such as grade-level and/or problem-solving teams (PSTs). ➢ Evidence of serving in multiple coaching roles-classroom support, instructional specialist, data coach, and adult learning facilitator-to support coaching throughout the school building.

Instruction and Intervention:

Implementing evidence-based instruction and intervention, monitoring all tiers of instruction, and making recommendations for adjustments based on quantitative and qualitative data sources.

Curriculum and Standards:

Ensuring adopted core and intervention curricula are aligned to the scope and sequence of instruction and use of the

Alabama Course of Study:

English Language Arts standards to ensure teachers in Grades 6-12 understand the rigorous instructional content. Year 2

Outcomes Collaborative Leadership:

Increased evidence of results-driven, collaborative planning time to impact student achievement and teacher growth.

Assessment:

Increased student performance on state and district summative and formative measures with emphasis on closing achievement gaps and ensuring students are reading at or above grade level.

Professional Learning:

Increased instructional capacity among all educators as evidenced through coaching cycles and peer coaching at the building level and increased job-embedded professional learning for all student support staff (interventionists, auxiliary teachers, paraprofessionals, etc.).

Instruction and Intervention:

Increased instructional capacity of all educators in meeting the needs of students in all tiers of instruction.

Curriculum and Standards:

Increased evidence of alignment of curricular and instructional support to implement the

Alabama Course of Study:

English Language Arts standards. Year 3

Outcomes Collaborative Leadership:

Evidence of teacher growth and leadership in instructional capacity (planning, data informed decision making).

Assessment:

Evidence of increased student learning and performance on state and district assessments, increased gap closures, and decreased student retention.

Professional Learning:

Evidence of levels of implementation of the Coaching Cycle resulting in increased student achievement and teacher growth.

Instruction and Intervention:

Increased evidence in classroom transfer of instructional practice as evidenced by increased student proficiency and decreased intervention numbers.

Curriculum and Standards:

Increased evidence of alignment of curricular and instructional support to implement the

Alabama Course of Study:

English Language Arts standards.

Important Notes Essential Duties:

Job descriptions are designed and intended only to summarize the essential duties, responsibilities, qualifications, and requirements for the purpose of clarifying the general nature and scope of a position’s role as part of the overall organization. Job descriptions do not list all tasks an employee might be expected to perform and they do not limit the right of the employer/supervisor to assign additional tasks or otherwise modify duties to be performed – even if seemingly unrelated to the basic job. Every employee has a duty to perform all assigned tasks (An employee who is assigned a duty or task believed to be unlawful should report the assignment to their direct supervisor). It should also be noted that the order of duties/responsibilities as listed in the job description is not designed or intended to rank the duties in any order of importance relative to each other.

Minimum Requirements:

In filling a vacant position, preferred or required credentials regarding education, training experience, and other bona fide occupational qualifications may be established. The credentials shown in the job description may be interpreted only as the minimum criteria existing at the time the description was developed. Other bona fide occupational qualifications and criteria may be used as needed in the selection process. The Guntersville City Schools System does not discriminate on the basis of age, race/color, religion/creed, gender, national/ethnic origin, disability, or citizenship status.