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Waterbury Public Schools · 1 week ago

Certified: Literacy Facilitator-Elementary School

Waterbury, CT

Full-time

Onsite

Mid Level

Waterbury Public Schools is dedicated to enhancing literacy education in elementary schools, and they are seeking a Literacy Facilitator to assist teachers in developing effective reading and writing instruction strategies. The role involves collaborating with educators, developing curriculum, and providing professional development to improve literacy outcomes for students.

EducationHigher EducationPrimary EducationSecondary Education

Responsibilities

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

Qualification

Google Certified Educator Level 1Google Certified Educator Level 2ReadingLanguage Arts ConsultantReading Specialist CertificationInstructional TechnologiesClassroom ManagementData AnalysisEffective Coaching SkillsListening SkillsHuman Relations SkillsCollaboration SkillsCommunication Skills

Required

Possession of a Bachelor's degree from an accredited university or college

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

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

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

Preferred

Endorsement as a Reading and Language Arts Consultant (097) or Reading Specialist/Remedial Reading and Remedial Language Arts, 1-12 (102) is preferred