Job description

JOB SUMMARY: This position is designed to further the work of school faculty and staff in the implementation of content literacy standards. The Literacy Intervention Specialist/Literacy Coach will design and implement resources and supports to help students of all abilities show growth toward Literacy Common Core State Standards and meet grade level literacy proficiencies. Essential Job Functions: Design and facilitate learning opportunities for students: In collaboration with classroom teachers, the Literacy Intervention Specialist/Literacy Coach will: Provide systematic intervention, instruction, and support for students working to meet literacy proficiencies or looking to expand their literacy skills.Provide support and resources to teachers to ensure effective use and integration of research-based tools and strategies and monitoring of student progress toward literacy proficiencies. Provide support with school literacy assessments: Collaborate with other Literacy Coaches to administer and analyze school wide reading screeners, on demand writing assessment, state assessments, and other diagnostic assessments as necessary.

Share data with full faculty, help them interpret the data, and facilitate the use of data to improve instruction. Attend ongoing professional development to enhance pedagogical and content knowledge pertaining to literacy intervention, data use, progress monitoring, and proficiency-based learning. Participate in the K-12 vertical teamwork on the development of a literacy assessment plan. Support teachers with administration of assessments: analyze and interpret assessment results to help inform instructional strategies and curriculum decisions.

Actively participate in workshops, in-service meetings, teacher training, building level staff meetings, district meetings, and other school and district committees/projects, making substantial contributions. Model best practices lessons by modeling or co-teaching lessons. Assist in the creation of and provide embedded professional development with teachers. Share resources and support teachers in identifying appropriate instructional materials and implementation of strategies.

Keep abreast of current best practices, research findings, and other developments in the field. Seek out and actively participate in opportunities for professional development to enhance content knowledge and teaching skills, to support district goals and school action/strategic plans. Perform other duties and responsibilities related to literacy as assigned by the supervisor. Literacy is defined by the CVSU as: Reading, Writing (including research), Speaking & Listening (including collaborative talk and presentation skills) and Language (including vocabulary acquisition and use of the language conventions.) Required Knowledge, Skills, and Abilities: A strong understanding of best practices in literacy instruction and assessment.Able to effectively coach other licensed educators towards the improvement of practices in the area of literacy.

Use time efficiently. Strong organizational skills that reflect the ability to prioritize multiple tasks seamlessly with excellent accuracy & attention to detail. Open to and embraces change towards the improvement of the system. Open to new ideas and tasks without resistance; able to deal with new situations well.

Versatile and capable of handling diverse assignments. Effectively accepts constructive criticism. Maintains composure when faced with stressful situations that require flexibility and adaptability. Performs essential duties where needed including different work sites.

Friendly, helpful and positive disposition; patient and understanding; takes pride in work; responsive to the needs of others; enthusiastic; good sense of humor; able to see the good in every situation; honest and direct; transparent. Present a professional image; remains calm and focused in stressful situations; treats others with courtesy and respect regardless of their status or position; maintains a professional appearance for the position in both dress and manner; Approaches others in tactful manner; Reacts well under pressure. Accepts responsibility for own actions; Follows through on commitments. Follow district policies and procedures, rules of conduct, and behavior expectations.

Promotes/presents a positive image of the school/district. Demonstrates accuracy and thoroughness; Looks for ways to improve and promote quality. Perform duties consistent with District/SU standards. Demonstrates good attention to detail.

Properly operates and maintains tools and equipment. Completes work in a timely manner; Strives to increase productivity; works quickly. Manages to stay productive even during relatively slow times with minimum direction. Able to effectively adjust rate or speed in anticipation of time constraints.

Is consistently at work and on time; ensures work responsibilities are covered when absent; arrives at meetings and appointments on time; commits to long hours of work when necessary to reach goals; Follows established leave requesting and reporting protocols. A strong understanding of the Common Core State Standards and the pedagogical underpinnings of these standards. A strong understanding of best practices in literacy instruction and assessment across content areas, and a commitment to continuous improvement in the areas of knowledge and professional practice. Experience in assessment and data-driven decision-making processes and protocols.

A growth mindset. A commitment to proficiency-based curriculum, instruction, and assessment. Knowledge and/or experience using backwards design for lesson development, differentiated instruction to support all students, and formative assessment to provide student feedback and to adjust lesson delivery. Experience in co-teaching with other teachers is also desirable.

Dedication to providing a safe and respectful learning environment for students. Excellent teaching, organizational and planning skills. Commitment to the success of ALL students, and ability to understand and teach to the various learning styles of students. The ability to effectively engage students.Demonstrate knowledge and understanding of the student population being served and how demographic variables impact student achievement, and effectively use this knowledge to effectively design and deliver instruction.

Show professionalism and considers "What's best for students" in serving and advocating for students, and in decision making. Follows and assists in upholding and enforcing school rules, administrative regulations and procedures, and policies of the CVSU.PROFESSIONAL EXPECTATIONS: Interpersonal Skills. Effectively works with others, including those with opinions or beliefs different from their own. Interacts with others in a friendly, tactful and positive manner.

Treats others with dignity and respect. Builds constructive and supportive relationships with peers. Helps to create an inclusive work environment. Attempts to understand others points of view and is open to new ideas.

Team Player. Contributes to building a positive team spirit. Proven ability to work cooperatively and effectively as part of a team. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies.Organizational/Planning Skills.

Strong organizational skills that reflect the ability to prioritize multiple tasks seamlessly with excellent accuracy & attention to detail.Flexibility/Adaptable: High degree of personal adaptability and flexibility; open to and embraces change towards the improvement of the systems. Open to new ideas and tasks without resistance; able to deal with new situations well. Versatile and capable of handling diverse assignments. Able to effectively accept constructive criticism.Motivation/Self-Direction: Has a personal drive to succeed.

Proven ability to work effectively without specific direction, and with minimal supervision. Driven to identify and implement improvements to systems and practices to increase efficiency and effectiveness.Emotional Maturity: Able to effectively handle conflict and stress; able to remain calm and professional when challenged or when others disagree.Attitude/Personality/Style: Friendly, helpful and positive disposition; presents a professional image; patient and understanding; takes pride and personal ownership in work; responsive to the needs of others; enthusiastic; good sense of humor; positive outlook and able to see the good in every situation; honest and direct; transparent.Attendance/Punctuality: Is consistently at work and on time; ensures work responsibilities are covered when absent; arrives at meetings and appointments on time; commits to working overtime when needed to meet deadlines. Follows established leave requesting and reporting protocols.Problem Solving Skills: Approaches problems in a positive manner. Views impediments as solvable challenges.

Able to identify practical solutions to problems. Able to resolve issues in a fair, equitable and timely manner.Organizational Support: Follows district policies and procedures, rules of conduct, and behavior expectations. Promotes/presents a positive image of the school/district.Dependability: Follows instructions and responds to management direction; Responds to requests for service and assistance; Takes responsibility for own actions. Completes tasks on time or notifies the appropriate person with an alternate plan.

Follow through on commitments.Job Knowledge: Demonstrates a working knowledge and understanding in the areas of the assignment. Acquires needed skills and knowledge with little reluctance, continuing to grow knowledge base to remain current with new developments and industry best practices.Qualifications: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: Education and Experience. A Masters Degree in Education with a graduate or undergraduate degree focus in English, Literacy, Reading, Language Arts or other appropriate discipline, plus a minimum of three years of relevant experience, or a combination of education and experience from which comparable knowledge and skills are acquired. Experience with direct instruction in literacy required.

Preferred experience planning and providing literacy intervention and/or enrichment to students and leadership experience in literacy instruction, curriculum and assessment.Certifications and Licenses. Must hold a valid Vermont Educator License. Reading Specialist endorsement preferred. Individuals with an Elementary certification with a strong background in literacy and willingness to obtain the Reading Specialist endorsement will also be considered.

Valid Vermont Drivers license. Fingerprint/criminal justice clearanceLanguage Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community.

Ability to write reports, business correspondence, and procedure manuals that conform to school/district/SU standards or regulations. Ability to effectively present information and respond to questions from administrators, parents, peers, board members and the general public. Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles.

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Computer Skills and Experience. Good basic computer skills and experience with word processing programs required.

Experience with Google required. Experience with Microsoft Office is helpful. Communication & Interpersonal Skills. Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations.

Ability to effectively resolve conflicts and handle stress. Have demonstrated experience successfully supporting diverse students, including students of color, English Language Learners, and LGBTQI students. PHYSICAL EFFORT AND STRESS: Physical ability to perform the essential functions of the job as outlined above, in addition to the following: Under most circumstances, while performing the duties of this job, the employee is frequently required to stand, walk, and sit. The employee is regularly required to see, talk and hear.

The employee is regularly required to use hands to finger, handle, or feel. The employee is occasionally required to reach with hands and arms, climb steps, stoop, kneel, or crouch. The employee must occasionally lift, carry, move and/or restrain school-aged students. Employees are regularly required to handle stressful situations and resolve conflicts.

Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. WORKING CONDITIONS: While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually quiet to moderate. Equal Opportunity Employer: Central Vermont Supervisory Union is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identify, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws.

Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.Our organization is committed to building a diverse team that represents the students we serve. We welcome applications from people of color, people from the LGBTQI community, and people withdisabilities.Disclaimer: The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. This is not an exhaustive list of all responsibilities, duties, and skills required. All employees may be required to perform duties outside of their normal responsibilities from time to time, as needed.

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