Literacy Facilitator (Grades 6-8)

Waterbury Public Schools
JOB CLASSIFICATION TITLE
Job Title: Literacy Facilitator, Grades 6-8
DEPARTMENT

Teaching and Learning

INCUMBENT NAME
BARGAINING UNIT CLASSIFICATION
Waterbury Teachers’ Association CEA-NEA

REPORTS TO:

Receives administrative direction from the Principal and the Content Supervisor or other administrative official of a higher grade

FLSA DESIGNATION

Exempt

Job Description: The Literacy Facilitator will support all staff in the implementation and enhancement of the site reading/literacy plans and programs. The Literacy Facilitator will work directly with teachers in a school and/or virtual school setting providing support in using varying technologies that enhance teaching and learning, classroom-based and virtual demonstrations, collaborative and one on one support, and facilitating teacher inquiry and related professional development. The Literacy Facilitator will focus on enhancing teachers’ ability to provide in person and distance learning instruction that builds students’ sense of engagement in the ownership of learning. The Literacy Facilitator will also work with administrators and teachers to collect and analyze data, interpret, and use it to guide instructional decisions.
The Literacy Facilitator will provide instructional support and collaborative coaching in person and virtually to teachers as they work to implement the Common Core State Standards and District curriculum. The Literacy Facilitator will work with teachers to support best instructional and distance learning best practices using data, analysis of school-wide trends in instruction and to make recommendations about potential next steps to address areas of need.
As an advisor and collaborator to teachers, the Literacy Facilitator is responsible for providing support in the designing of literacy units and lessons, providing content knowledge in literacy, analyzing data to modify curriculum and forms of assessment and sharing of best practices. The Literacy Facilitator’s ultimate job is to work with instructional teams to create effective literacy learning experiences for students that are virtual and in person.
A Literacy Facilitator is a learner who models continuous improvement, lifelong learning, technological skill and application for teaching and learning, and goes above and beyond to ensure student success. All Literacy Facilitators work collaboratively as a team with members of the Academic Office and the Chief Academic Officer. Literacy Facilitators will promote reflection, provide guidance and structure where needed, and focus on strengths, collaboration and common issues of concern. They are responsible for ensuring high-quality instruction in building and virtual classrooms through modeling, co-planning, co-teaching and providing feedback to teachers. The instructional coach will demonstrate and model a passion for urban education reform and leadership. This is NOT a supervisory position and DOES NOT include evaluation of colleagues

Qualifications:

• Possession of a Bachelor’s degree from an accredited university or college.
• Five (5) years’ experience teaching, with a record of successfully impacting student achievement and working successfully with students who have the greatest needs.
• Possession of a valid Connecticut State Board of Education teaching certificate/endorsement in Secondary English (015) for Secondary Coaches. Endorsement as a Reading and Language Arts Consultant (097) or Reading Specialist/Remedial Reading and Remedial Language Arts, 1-12 (102) is preferred.
• Possession and retention of a current Motor Vehicle operator’s license.
• Comprehensive knowledge of adult learning theories and best practices for providing professional learning.
• Comprehensive knowledge of educational philosophy, teaching methods and approaches, curriculum design, standards, and currently researched best practices and strategies in reading/literacy.
• Knowledge of Google extensions that create a more efficient workflow and that enhance teaching and learning.
• Knowledge of distance learning best practices.
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI).
• Effective coaching, collaboration, communication, organization, and listening skills.
• Presentation skills that incorporate technology and are engaging for students and staff.
• Skills in maintaining and developing student, school, and district level reports.
• Ability in using student-level data to guide instructional decisions.
• Ability to adapt teaching styles to diverse student populations.
• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students.
• Ability to plan, model, coach and provide feedback to individual teachers and teams of teachers to improve teaching and learning.

NEVER (N)

OCCASIONALLY (O)

FREQUENTLY (F)

CONSTANTLY (C)

0 % of Shift

1-33% of Shift

34-66% of Shift

67-100% of Shift

Working Conditions

N

O

F

C

Working Conditions

N

O

F

C

Physical Demands

Depth Perception

X

Standing

X

Color Distinction

X

Walking

X

Peripheral Vision

X

Sitting

X

Driving

X

Lifting

X

Physical Strength:

Carrying

X

Little Physical Effort (-10 lbs.)

X

Pushing

X

Light Work (-20 lbs.)

X

Pulling

X

Medium Work (20-50 lbs.)

X

Climbing

X

Heavy Work (50-100 lbs.)

X

Balancing

X

Very Heavy Work (100+ lbs.)

X

Stooping

X

Environmental Conditions

Kneeling

X

Cold (50 degrees F or less)

X

Crouching

X

Heat (90 degrees F or more)

X

Crawling

X

Temperature Changes

X

Reaching

X

Wetness

X

Handling

X

Humidity

X

Grasping

X

Extreme Noise or Vibration

X

Twisting

X

Exposure to Chemicals

X

Feeling

X

Exposure to Gases and Fumes

X

Talking

X

Exposure to Unpleasant Odors

X

Hearing

X

Exposure to bodily fluids

X

Repetitive Motion

X

Exposure to dampness

X

Hand/Eye/Foot Coordination

X

Confinement to Small or Restricting Area

X

Visual Acuity/Near

X

Mechanical Hazards

X

Visual Acuity/Far

X

Physical danger or abuse

X

The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.