Certified: Literacy Facilitator-High School

JOB CLASSIFICATION TITLE

High School Literacy Facilitator

DEPARTMENT

Teaching and Learning

BARGAINING UNIT CLASSIFICATION

Waterbury Teachers’ Association CEA-NEA

REPORTS TO:

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

FLSA DESIGNATION

Exempt

PART I - SUMMARY OF CLASSIFICATION

This class is accountable for assisting classroom teachers and other instructional staff to develop strategies, skills, tools, techniques, and capacity to effectively teach reading and writing to all students. This class also develops curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding of the varying learning styles and the needs of a diverse student population.

Guidelines for Use:

The Literacy Facilitator will be used to support all staff in the implementation of the site reading/literacy plans and programs. The Literacy Facilitator will work directly with teachers in a school providing classroom-based 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 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.

PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES

A. EDUCATION AND EXPERIENCE

General Experience:

1. Possession of a Bachelor’s degree from an accredited university or college.

Special Requirement:

1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.

B. CREDENTIALS:

1. All Coaches/Facilitator must become a Google Certified Educator Level 1 and Google Certified Educator Level 2

C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:

1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
2. 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.
3. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.

D. CONTINUING EDUCATION REQUIREMENTS:

1. Teachers in this job class must be continually learning through professional conferences and professional organizations. Teachers in this job class must complete all state requirements for recertification.

E. KNOWLEDGE, SKILLS AND ABILITIES

• Comprehensive knowledge, gained by formal or informal learning, about the content and methodology of district curriculum and programs.
• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Considerable knowledge of standard-based and core curriculum areas for which the teacher is responsible, including specialized knowledge in reading/literacy;
• In-depth knowledge of significant topics related to early reading/literacy, such as children’s literature and contemporary research in reading instruction;
• Knowledge of child and/or adolescent development;
• Knowledge of instructional technologies;
• Knowledge of learner outcomes;
• Knowledge of learning theory, students’ learning styles and needs, both academic and affective, and theories of multiple intelligences;
• Knowledge of multicultural, gender and disability fair curriculum concepts;
• Knowledge of and ability to apply the principals of Scientific Research Based Interventions (SRBI);
• Knowledge of successful techniques in classroom management and instructional planning for effective reading/literacy instruction;
• Knowledge of theory and practice of teaching writing as process and product;
• Effective coaching skills;
• Effective collaboration skills;
• Excellent listening skills;
• Skill in human relations, mediation, conflict management and interpersonal interactions;
• Skill in maintaining and developing reports;
• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
• Ability to adapt teaching styles to diverse student populations;
• Ability to assess student skills and knowledge in reading and writing, using a variety of formal and informal assessment tools;
• Ability to communicate effectively, both orally and in writing;
• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
• Ability to integrate technology in classroom instruction;
• Ability to multitask and be flexible;
• Ability to plan lessons based upon District and school goals, as well as the objectives, needs and abilities of students;
• Ability to provide appropriate instruction;
• Ability to use assessment results to shape instruction;
• Ability to use effective strategies for differentiating instruction;
• Ability to utilize and integrate computer and multimedia technology, as appropriate;
• Ability to utilize effective data-based problem-solving skills;
• Ability to work in a cooperative learning environment;
• Ability to work with individuals from diverse backgrounds.

PART III - POSITION SUPERVISES

1. May lead the work of teachers and paraprofessionals.

PART IV - ESSENTIAL FUNCTIONS

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.

• Provide assistance in selecting instructional materials and assessments for literacy;
• Aligns reading, reading/literacy standards, instruction, and measures of learning;
• Collaborates with teachers and administrators to achieve reading/literacy improvement in the school;
• Provide school-based support for teachers including workshops, classroom modeling, coaching, observation of literacy lessons with reflective consultation, and interpretation of district-, school-, and classroom-based assessments;
• Assists administrators in organizing reading/literacy leadership teams that reviews assessment data and develops reading/literacy plans for the school;
• Assists in developing workshops that encourage change in teacher lesson planning and lesson delivery;
• Assists in the selection of reading/reading programs based on their compatibility with scientific research;
• Builds collaborative, professional relationships among administrators, teachers and staff;
• Coordinate and assist in implementing district literacy interventions;
• Collaborate with classroom teachers to determine instructional reading levels of students. Assist teachers in the development of intervention plans including effective grouping for instruction, instructional strategies, assessments and appropriate materials;
• Use computer technology to organize and display student data;
• Guide teachers in using formative assessments and summative assessments to plan effective targeted early intervention and assists teachers in making decisions about instructional activities;
• Meet regularly with the principal and literacy team to assist with the implementation of the district language arts curriculum;
• Facilitate the use of protocols for examining student work to inform instruction;
• Identify, design and implement professional learning based on literacy data and related to curricular goals.
• Work with school library media specialists and public librarians to develop reading collections for students;
• Develops strategies for helping teachers make changes in embedded instructional practices, assisting in the identification of student needs and the differentiation of instructional support;
• Contribute to the development of and support the goals of the school improvement plan;
• Participate in curriculum development and implementation;
• Meet regularly with the content supervisor to discuss issues and goals for each school;
• Meet regularly with other district Facilitators and administrators to share common concerns and solutions;
• Facilitates lesson planning sessions for teachers with a focus on data-driven instruction and curricular decision making;
• Keeps abreast of current research-based reading/literacy practices;
• Maintains paperwork consistently and in an appropriate manner;
• Works with the personalized learning teams to ensure that delivery of instruction is consistent with mastery learning criteria;
• Provides teachers with feedback and coaching;
• Reviews the assessment of teacher needs in the areas of instructional delivery, using core program materials, student assessments, and the analysis of student performance data;
• Structures professional activities that are research-based, ongoing, coordinated, and are responsive to student needs revealed by data (e.g., workshops, book studies, and classroom coaching);
• Supports teachers and leaders with curriculum alignment to Common Core & College/Career Readiness Standards;
• Supports teachers in using an ongoing model of diagnostic and prescriptive teaching which will ensure that all children are receiving appropriate instruction to meet their assessed needs and remediate their reading/literacy deficits;
• Supports the effective use of research-based reading/literacy strategies;
• Supports Title 1 reading/literacy specialists, ESL teachers, paraprofessionals, librarians, parents, community representatives and teachers to form a “learning” team to facilitate change in attitudes and delivery of lessons;
• Perform other duties as assigned by the content supervisor or principal.

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.

Prepared on: July 25, 2019