Overall: To provide direct pedagogical instruction to teachers in elementary literacy in order to deliver Framingham Public Schools’ high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
The essential functions or duties listed below are intended only as illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related or a logical assignment to the position. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.
Work with classroom teachers to improve teaching and learning, through classroom demonstrations, co-teaching, lesson study and mentoring.
Engage teachers, as the school data team co-facilitator and literacy coach, in the analysis of data from a variety of sources to improve instruction.
Assist teachers as they evaluate students’ strengths and weaknesses and identify appropriate classroom interventions strategies and techniques.
Assist in the development of the district/school professional development programs, including delivering and facilitating literacy workshops and programs as well as job-embedded activities.
Assist in ordering ELA and literacy materials for teacher and student use.
Work collaboratively and participate in district-wide discussions with the K-8 ELA Specialist.
Elementary Literacy Coaches, Middle School ELA Department Heads and the Office of Teaching and Learning about ELA teaching and learning.
Oversee and support the maintenance of a school ‘literacy center’ with leveled texts.
Participate in the review and revision of the district’s ELA curriculum.
Perform additional responsibilities as deemed appropriate by school and district supervisors.
CERTIFICATES, LICENSES, REGISTRATIONS:
Valid Massachusetts Teaching license in Elementary (1-5) and SEI Endorsement are required. All Literacy Coaches must take the Reading MTEL and provide the district with a passing score or Valid Massachusetts Teaching license in Reading.
TRAINING AND EXPERIENCE:
At least a Bachelor’s Degree in the area of major study.
SKILLS AND ABILITY:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Ability to apply knowledge of current research and theory in the educational field; to communicate clearly and concisely both in oral and written form; to effectively present information and respond to questions from groups including staff, parents and the general public; to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations; to write reports and correspondence, as needed; to use reasoning ability to evaluate information and determine/recommend an appropriate course of action; to define problems, collect data, establish facts and draw valid conclusions; to use professional literature, evidence-based research, and continuing education content to make practice decision; to establish and maintain effective working relationships with students, parents, staff and the community; to work independently, prioritize tasks and manage several projects simultaneously; to perform duties with awareness of all district requirements, state and federal laws, and Framingham Public Schools policies (as long as the policies do not conflict with the Framingham Teachers Association (Unit A) Contract); to work with students of diverse backgrounds with diverse needs in an equitable and inclusive manner that bears to witness to cultural proficiency; to maintain appropriate confidential records; to react professionally and objectively to unpredictable situations (e.g. environmental changes, behavior/aggression, seizure activity, etc.); to operate and/or acquire skills to operate a computer and related software including but not limited to Google; and ability/willingness to plan, coordinate, conduct and participate in ongoing professional and staff development.
Experience evaluating student skills and writing reports to interpret/summarize findings. Strong collaborative, teaching, coaching and leadership skills to support student programming and work in a team setting. Strong problem-solving skills to support student success. Strong data-collection skills to help to inform decisions for students. Strong verbal and written communication skills. Strong organizational skills to balance the demands of a multi-tasking position. A proactive and solution-focused approach to meeting student needs. Knowledge of specialized content area as well as any related laws and procedures.
Ability to plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned; and to use instructional technology appropriately and works with students to facilitate their use of instructional technology.
Ability to consistently collaborate with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level; and to regularly provide advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.