K-5 Literacy Specialist - Teacher

SUMMARY OF POSITION

MPS is looking for passionate educators eager to create the conditions for aggressive reading growth for K-5 students currently reading below grade level. The primary focus of the Literacy Specialist TOSA role is to support K-5 Literacy programming and instruction. The ideal candidate would have strong communication and organizational skills, and a wealth of knowledge of the science of reading and current intervention best practices. They should have a track record of success in the classroom, the ability to solve complex problems, a high sense of self-awareness, and cultural humility. The TOSA has a clear understanding of the MTSS process, with demonstrable experience using student achievement data to drive instructional decisions. Candidates should have experience coaching their peers to embed best practices into their classroom. The primary responsibility of the Literacy Specialist TOSA will be to coach teachers to make data-driven instructional decisions and provide tiered literacy instruction for all K-5 students.

PRIMARY RESPONSIBILITIES

• Facilitate teams of teachers to use the MTSS Data Dives & Diagnostics Core Component to develop instructional plans responsive to student needs.
• Support implementation of the new district-approved foundational skills curriculum.
• Support teachers in the implementation of differentiated instructional strategies in literacy for grades K-5.
• Support teachers in the development of cognitively demanding tasks to engage students individually and collectively in grades K-5 literacy.
• Train, coach, and support teachers in implementing strategies that foster increased levels of thinking.
• Coach teachers to create, administer, and respond with appropriate assessments that measure growth in reading for all K-5 students and respond to meet student needs.
• Actively identify and support high-level strategies that are culturally responsive and anti-racist to close opportunity gaps for marginalized communities within our schools.

ESSENTIAL FUNCTIONS

The TOSA supports teacher efficacy in differentiated daily instruction to equitably increase academic growth and achievement for all learners in grades K-5. The TOSA will spend their FTE time working collaboratively with K-5 classroom teachers every week by:

• Providing individualized site-based PD on curriculum implementation, science of reading, structured literacy approaches, and data-driven decision-making.
• Coaching teachers on new concepts and refining best practices.
• Analyzing student achievement and progress monitoring data and then co-planning with educators to respond in a timely and effective manner to that data.
• Modeling best practices.
• Working collaboratively with district staff to support district-wide literacy improvement.

SUPPORTING TEACHERS THROUGH MTSS LEVELS OF SERVICE MODEL

• Providing strategies for scaffolding, accommodations, tiered activities, and formative assessments to address diverse groups of learners and all ability ranges of students in the classroom.
• Ensuring administration by teachers of required K-5 screeners and diagnostics.

KNOWLEDGE/SKILLS/ABILITIES

• Deep understanding of K-5 instructional practices and early literacy.
• Knowledge of assessment strategies, resources, and appropriately differentiated materials, curriculum, and instruction.
• Experience in and knowledge of equity principles and cultural competencies of academic standards and the district's mission, goals, programs, and curriculum to support K-5 teachers and sites.
• Knowledge of effective instruction.
• Ability to support teachers in analyzing, communicating, modeling, and assessing the teaching process.
• Knowledge of MN ELA Standards in grades K-5.
• Familiarity with unique student populations such as EL, SPED, and Advanced Learners, ensuring all sub-groups show adequate academic growth.
• Ability to collaborate with adults in the building regarding instructional strategies for students.
• Ability to establish and maintain trustful, confidential, and supportive relationships with teachers.
• Ability to foster collegiality and community among teachers through professional development.
• Knowledge of adult learning needs and processes and how to use coaching cycles to maximize growth.
• Excellent interpersonal, oral, and written communication skills.

QUALIFICATIONS

• Valid Minnesota Teaching License.
• Completion of early literacy professional development (e.g., FAST earlyReading certification, PRESS training, dyslexia training, LETRS training).
• A minimum of 5 years of classroom experience, preferably in grades K-5.
• Experience facilitating PD to adult learners.