Elementary - Turnaround Literacy Specialist (GES, BISA, and Faine)

Turnaround Literacy Specialist This is a 12 month position.

MINIMUM QUALIFICATIONS

Doctorate preferred.

Required:

Master's Degree in Reading, Literacy, or Curriculum & Instruction. Other closely related fields may be considered. Minimum of 10 years of successful teaching experience [15 years strongly preferred], with a significant focus on literacy instruction. Documented evidence of sustained student reading achievement gains within the past five years. Demonstrated experience with data-driven instruction and Multi-Tiered Systems of Support (MTSS). Demonstrated experience in turnaround or high-need schools .

Turnaround School Experience:

Candidates must

• have demonstrated successful experience working in turnaround, improvement, or high-need schools, evidenced by:
• Documented student literacy gains over time.
• Experience implementing evidence-based interventions in low-performing schools.
• Experience working in schools with persistent achievement gaps.
• Ability to lead instructional change in challenging environments. Grade Band-Specific Requirements
• Elementary (K-5) Positions (3 Roles) Candidates must: o Have experience teaching across all elementary grade levels (K-5). o Demonstrate in their portfolio evidence of instructional impact across multiple elementary grades.
• Middle Grades (6-8) Positions (2 Roles) Candidates must: o Have preferred experience teaching in grades 6-8.

o Demonstrate in their portfolio evidence of literacy instruction and student growth within the middle grades band.

Portfolio Requirement:

Candidates must

• Submit a data-based portfolio of work prior to interview.

○ The portfolio may be in electronic or print format. It must highlight student achievement and professional accomplishments across the candidate's career, with a significant focus on improvement of student literacy proficiency during the past five years. Portfolios should reflect work aligned to the grade band (K-5 or 6-8) for which the candidate is applying. Required Certifications & Training

• Dyslexia Certification
• LETRS (Language Essentials for Teachers of Reading and Spelling) Trained
• Graduate coursework in literacy assessment and intervention (transcripts required)
• Preferred Advanced Training/Certifications (Recommended)
• In addition to Dyslexia Certification and LETRS, ideal candidates should possess one or more of the following:
• Reading Specialist Certification
• Orton-Gillingham Training (or equivalent documented structured literacy certification)
• National Board Certification in Literacy or Reading
• Training in Structured Literacy or Science of Reading professional credentials
• Specialized research or evidence based training in intervention for struggling readers or students with dyslexia (documentation required)

SALARY LEVEL

Compensation:

$125,000 annually.

FSLA:

Exempt

REPORTS TO

Assistant Superintendent of Curriculum & Instruction.

TERMS OF EMPLOYMENT

Salary and benefits shall be paid consistent with the system's approved compensation plan. Length of the work year and hours of employment shall be those established by the system

POSITION CLASSIFICATIONS

School Based Work Locations:

• Elementary (K-5): Faine, Girard, Beverly (3 positions) Middle Grades (6-8): D6 and DPA (2 positions)

SUMMARY:

The Turnaround Literacy Specialist (Classroom-Based) is an expert practitioner strategically embedded within high-need schools to accelerate student reading achievement through intensive, classroom-based instruction and job-embedded instructional leadership. This position functions as a multi-classroom leader with an assigned staff of teachers with whom the Specialist will teach alongside, plan with, and collaborate daily. The Specialist is not a traditional coach. He/she possesses a higher level of expertise, is a lead classroom practitioner responsible for directly improving student literacy outcomes, and supports and modifies instructional roles across multiple classrooms as needed. The specialist also supports evaluation of team members in the assigned school. The role is focused on delivering immediate, measurable improvements in student literacy outcomes, particularly in schools that need improvement to close achievement gaps.

REQUIRED DUTIES AND RESPONSIBILITIES

(may include, but not be limited to): 1. Role as a Multi-Classroom Leader

• The Turnaround Literacy Specialist is assigned a cohort of classrooms and teachers within their school and will:
• Serve as the lead instructional partner for their assigned teachers. Co-teach, parallel teach, alternate teach, station teach, and model instruction daily.
• Lead collaborative planning for literacy instruction within their assigned classrooms.
• Support alignment of instruction, assessments, and interventions across classrooms.
• Support appropriate evaluation of team members.
• Function as the primary driver of literacy planning and delivery of instruction for their assigned group of teachers.
• Drive, and is accountable for, measurable improvement in student literacy outcomes. Allocation of Job Duties (Percentages)
• Direct Teaching to Students
• 70%
• Planning and Designing Literacy Instruction
• 15%
• Analyzing Student Data and Adjusting Instruction
• 15% Direct Instruction
• The Turnaround Literacy Specialist will: ○ Provide daily, direct literacy instruction to students across multiple classrooms using parallel teaching, co-teaching, small-group models and other effective models of teaching.

○ Implement structured, evidence-based literacy instruction aligned with the Science of Reading. ○ Diagnose reading deficits using multiple data sources, including universal screeners, diagnostics, progress monitoring, and classroom evidence. ○ Design and implement targeted remediation plans for students demonstrating reading deficiencies. ○ Utilize and demonstrate proficiency with the following literacy platforms and programs: i-Ready Lexia Core5 Amplify CKLA Bookworms UFLI Foundations Read 180 IXL ○ Maintain a sustained focus on foundational reading skills, fluency, vocabulary, comprehension, and student mastery. Planning & Instructional Design

• The Turnaround Literacy Specialist will: o Lead weekly collaborative literacy planning with assigned teachers.

o Design lessons that integrate structured literacy, explicit instruction, and differentiation. o Ensure alignment in classroom instruction with district curriculum, state standards, and assessment expectations. o Model high-quality instructional practices during literacy blocks. o Lead instructional unit planning for the assigned cohort of teachers and provide individual feedback on teacher lesson plans weekly. o Support, design, and implement differentiation and targeted instruction for diverse learners. Data Analysis & Continuous Improvement

• The Turnaround Literacy Specialist will: o Analyze student literacy data on an ongoing basis to drive instructional decisions.

o Lead team data meetings twice monthly to evaluate student performance and adjust instruction. o Track progress toward student growth and literacy proficiency goals. o Maintain documentation of student progress and instructional impact. Use short-cycle data (weekly/bi-weekly) to adjust instruction and interventions. o Monitor fidelity of literacy practices within assigned classrooms o Prepare periodic progress updates for the Assistant Superintendent of Curriculum & Instruction and the Principal. o Demonstrate a history of improving student reading proficiency across multiple ESSA accountability subgroups, including but not limited to: economically disadvantaged students, students with disabilities, English learners, and historically underperforming student groups. 2. Teacher Coaching & Instructional Development

• The Turnaround Literacy Specialist will support teacher growth through job-embedded instructional leadership.

Responsibilities include:

○ Observe assigned teachers at least once per week ○ Provide in-person feedback following observations ○ Conduct instructional coaching cycles focused on literacy instruction ○ Support teachers in implementing: structured literacy practices explicit instruction differentiated instruction ○ Track teacher development goals and progress ○ Strengthen instructional delivery during literacy blocks 3. Professional Learning & Leadership Collaboration

• The Turnaround Literacy Specialist collaborates with school leadership and district teams to strengthen literacy outcomes.

Responsibilities include : o Participate in Instructional Leadership Team meetings o Meet regularly with the principal to review instructional priorities and student progress o Collaborate with other specialists and instructional leaders on problems of practice o Support professional learning for teachers related to literacy instruction and MTSS o Contribute to district literacy improvement efforts in turnaround schools

REQUIRED KNOWLEDGE SKILLS AND ABILITIES

• Deep expertise in the Science of Reading and structured literacy approaches.
• Advanced ability to identify reading deficits and implement evidence-based interventions.
• Proficiency with i-Ready, Lexia, Amplify CKLA, Bookworms, UFLI, and Read 180.
• Strong skills in data analysis and instructional decision-making.
• Proven ability to collaborate effectively with teachers and administrators.
• Strong communication, leadership, and problem-solving skills.

EVALUATION

The Turnaround Literacy Specialist will be evaluated based on:

Student Outcomes:

Demonstrated annual gains in reading achievement in assigned classrooms.

Instructional Impact:

Evidence of improved instructional practices within supported classrooms.

Data Use:

Consistent use of data to inform and adjust instruction.

Collaboration:

Effective partnership with assigned teachers, school leaders, and district staff.

Turnaround Impact:

Evidence of success in accelerating literacy outcomes in high-need or turnaround settings.

RATIONALE FOR POSITION

(for State Justification): This position is designed to maximize instructional impact by embedding an elite literacy practitioner directly within classrooms in high-need schools. The Turnaround Literacy Specialist will not merely coach but will teach daily, lead a team of assigned teachers, and drive measurable improvements in student literacy outcomes. Annual compensation of $125,000 reflects the specialized, high-impact, and evidence-based nature of this role, the requirement for extensive experience, advanced training (Dyslexia Certification and LETRS), and a proven track record of success in turnaround settings. This investment prioritizes students most in need and reflects the district's commitment to evidence-based literacy instruction and equitable outcomes.

SOURCE:

Dothan City Schools, Dothan, Alabama