Teacher Specialist, Literacy (Secondary)

Primary Function:?This position is responsible for providing system-wide leadership and teacher support on Secondary School literacy curriculum, instruction, assessment and professional development to support Secondary School teachers. Reports To:

School Support Officer Salary Schedule: Teacher Work Days: 229 Requirements Master's degree from an accredited college or university Certification in English 6-12 OR Reading P-12 Preferred Education Specialist or earned doctorate Georgia Leadership Certificate Reading Endorsement or certification Coaching Endorsement Administrative experience Required At least five (5) years of satisfactory teaching experience Demonstrated experience in curriculum planning and writing, teacher training, and mentorship, as well as in developing, organizing, implementing and evaluating programs and initiatives. Excellent planning, organization, management, oral/written communication, technology skills and human relations skills. Duties and Responsibilities Supports the teaching and learning of reading/literacy in designated schools and classrooms through activities such as:

• Observations of lesson planning and collaborative planning

• Observations of classroom instruction

• Analysis of quantitative and qualitative data (benchmark, formative, and summative) Plans and engages school teams in literacy-focused, on-going, job-embedded professional learning in: reading in the content areas, reading and writing skills, and the interpretation of assessment results in order to improve the quality of instruction. Coordinates professional learning activities for the purpose of improving reading/literacy instruction for teachers based on the district Literacy Plan.
  
  Supports and guides school teams in the selection and utilization of the most appropriate, research-based teaching and learning methods and resources for closing students' achievement gap. Ensures that school teams are clear about learning objectives and understand the sequence of teaching and learning in reading/literacy, communicating the expectations of the Office of Instructional Excellence. Establishes and implements clear procedures and practices for assessing, recording and reporting teacher effectiveness to individual teachers as well as to site-based academic coaches and administrators as needed.
  
  Provides guidance to teachers and administrators on reading/literacy. Keeps abreast of the latest research and best practices in the fields of reading/literacy education, coaching, and teacher leadership through periodic meetings/trainings with district specialists. Keeps abreast of research, trends, requirements, and advancements in effective reading/literacy instruction through participation in professional learning at the district, regional, state, and national levels.
  
  Performs other duties as assigned for the effectiveness of the organization. Terms of Employment [X] Incumbents will receive an annual contract. The work calendar will be 229 days.
  
  Salary will be determined based on level of certification and allowable experience. Revised 03/2023 Non-Essential Responsibilities A responsibility is considered to be "non-essential" (for the purposes of compliance with the Americans with Disabilities Act) if: it is shared between multiple incumbents in the job; or it could be performed by an employee in another job within the workgroup. Note the responsibility number from the list in the "Duties and Responsibilities" section for those responsibilities that could be considered "non-essential" based on this definition.
  
  Most jobs in the district have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. Check the box that is applicable for this position and complete any necessary information. [ ] OFFICE Employees in this category are normally exposed to a typical environment.
  
  The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking.
  
  There are few exceptional physical or sensory demands. [ ] CLASSROOM Employees in this category spend at least most of the workday in a typical classroom or related educational environment.
  
  There will be prolonged periods of standing or walking, and there may be frequent bending, stooping, or stretching. There are occasions that require the lifting or pulling of equipment or supplies.
  
  Reading, listening, writing, and speaking are requirements. There are few exceptional physical or sensory demands, but there may be occasions that require the lifting or restraint of a student. EXCEPTIONAL PHYSICAL OR SENSORY DEMANDS (Check any that apply to this job and complete the required information.) [ ] Heavy lifting of up to pounds [ ] Frequent climbing up to feet, and/or working on building roofs. [ ] Exposure to heavy dust, dirt, chemical or paint fumes, or other airborne matter. [ ] Exposure to extreme heat, electric current, hazardous chemicals or other potential hazards. [ ] Sitting or standing for extended periods with no control over rest periods. [X ] Other: Must have reliable transportation, and be licensed and able to drive to district schools as well as to community events " />