Job Description

Position Opening Announcement

Urban Literacy Specialist- State Support Team

Full-time

The Urban Literacy Specialist works on the State Support Team (SST) to support literacy and reading within their assigned urban environment. They work with assigned schools to implement a comprehensive needs analysis for multi-tiered systems of support for literacy and provide coaching services specific to instruction for various student groups. They collaborate closely with the Ohio Department of Education & Workforce (DEW) to promote literacy.

Qualifications

Employment in this position is contingent upon compliance with applicable pre-employment requirements, including the satisfactory completion of required criminal records checks and fingerprinting in accordance with Ohio Revised Code � 3319.39 and other applicable laws and HCESC policies.

Required

• Education: Master's degree in Reading, Literacy Education, or a related area with either reading or literacy endorsements on a state license.
• Licensure: Teaching license with a reading or literacy endorsement
• Certificates, Certifications, or Other Training: Completion of a professional development program accredited by the International Dyslexia Association. Completion of the following foundational training within the first two years in the role:
  • Ohio's Introduction to Dyslexia Court, K-3 and 4-12
  • Ohio's Science of Reading K-5 and 6-12 course
  • Ohio's Science of Reading Pathway G: Cox Campus Coursework Sequence
  • Literacy Improvement Pathway
  • Reading Tiered Fidelity Inventory
  • Instructional Coaching and Coaching Service Delivery Plans
  • Literacy Access for ALL Series
  • ReadOhio Network Onboarding
  • All Students Can Read Series
• Previous Work-Related Experience: 3-5 years of successful classroom teaching in a K-12 environment that includes reading/literacy instruction. Additional required experience:
  • Experience as a provider of professional development and technical assistance specific to evidence-based language and literacy development;
  • Evidence of previous development of professional development materials specific to language and literacy development;
  • Experience with coaching and consulting educators or leaders;
  • Experience designing and implementing district-wide or school-wide integrated multi-tiered systems of supports;
  • Experience working with administrators; and
  • Experience facilitating or participating in the collaborative problem-solving model.
• Previous Supervisory Experience: None

Preferred

• Education: Master's degree in Special Education
• Licensure: Intervention specialist license
• Previous Work-Related Experience:
  • Experience providing instruction in special education
  • Experience providing instruction to individuals with dyslexia or individuals with risk factors for dyslexia
  • Experience providing and coaching structured literacy instruction
  • Experience facilitating and interpreting screening measures for identifying students at risk for reading failure
• Access to reliable transportation to fulfill job duties

Essential Job Functions

Student-Focused Coaching

• Collaborate with district leaders to develop and provide intensive system-level support in the implementation of a literacy support plan based on a comprehensive needs analysis and aligned with DEW objectives and goals.
• Provide services to assist with the implementation of a comprehensive needs analysis for multi-tiered systems of support for literacy, including facilitating a literacy-specific needs assessment (Reading-Tiered Fidelity Inventory or Ready Schools Guide for Language and Literacy) and identifying and analyzing available data specific for literacy supports for students with disabilities.
• Support the district in developing action steps and measurable adult indicators for the identified literacy improvements with partners from the district, the State Support Team, Department, and state partners.
• Provide targeted or intensive systems coaching services that are specific to instruction for student groups, including the creation and support of inclusive plans, goals, and action steps, teaming structures and feedback loops between teams; access to high-quality instruction across the continuum of learning environments; and implementation at the classroom, building, and district level.
• Provide services to assist in the development of I-MTSS processes, including problem-solving models, multidisciplinary teams, and high-quality and aligned instruction and intervention across all three tiers, including the implementation and use of high-quality instructional materials and reading intervention programs.
• If qualified and approved by the Department, provide services that facilitate the online courses and professional learning series developed by the Department and provide guidance on integration and application.
• Support the integration of literacy improvement efforts into overall district improvement plan, including alignment of Local Literacy Plan or Reading Achievement Plan with One Plan.
• Consult with district leadership on the coaching of building leadership teams to develop or bolster building-wide reading plans aligned to the district plan and differentiated to meet building specific needs with a focus on students with disabilities.
• Provide intensive support, aligned with Ohio's Coaching Model, for targeted building(s) through the development of an integrated multi-tiered system of support.
• Provide services to assist and facilitate analysis of available data for a comprehensive needs analysis (may include Reading Tiered Fidelity Inventory, district profile reports from current literacy grants such as the State Personnel Development Grant, Special Education Profile, State Report Card, and building level data in addition to non-academic barriers such as attendance and behavioral needs).
• Provide services to develop and monitor implementation of a coaching service delivery plan with defined strategies and action steps, with the targeted building(s) with ongoing measurement of progress using the Reading Tiered Fidelity Inventory (as represented in school(s) I-MTSS guide) and student-level data.
• Provide services to facilitate collaborative problem-solving model at all levels of the system, including but not limited to; district leadership teams, building leadership teams, teacher-based teams, and multidisciplinary teams. Integrated action planning should occur as a result within building leadership, general educators, special educators, and literacy coach(es) to implement evidence-based language and literacy instructional practices to meet student needs.
• Provide services to assist in identification of building-level professional learning needs and assist in planning or facilitating professional learning, including coaching, as part of the overall improvement plan (One Plan and literacy improvement plan, such as a Reading Achievement Plan or Local Literacy Plan).
• Provide services to assist in the development and implementation of decision rules, using the I-MTSS implementation guide.
• Provide services to assist in the analysis of universal screening and summative data with building coaches and staff using the collaborative problem-solving model.
• Provide services to assist in the selection, implementation, and monitoring of high-quality instructional materials for literacy and the deselection of materials that are not aligned with the science of reading, using Department-disseminated tools.
• Provide classroom-level coaching services to facilitate educator involvement in the data driven coaching process and support the implementation of evidence-based strategies grounded in the science of reading.
• Engage educators and administrators in the student-focused coaching process, utilizing the leveled coaching model (universal, self-guided, small group, one-on-one) to provide support and respond to the needs of educators.

Regional/District Networking

• Support the facilitation of regional networking opportunities through communities of practice and the integration of the district and identified building(s) in ongoing network opportunities.
• Facilitate networking opportunities around literacy within the district and among district and building leaders to increase alignment and coherence of literacy improvement efforts.

Implementation Support for Ohio's Plan to Raise Literacy Achievement

• Engage in collaborative models for identifying needs, problem-solving, and removing barriers to local implementation of literacy practices.
• Engage in inquiry cycles, including testing, data collection, and analysis to inform development and implementation of statewide resources, including coaching playbooks.
• Support the development and implementation of sustainable statewide systems for literacy through collaborative network participation and leadership.

Professional Development

• Attend any required professional development for onboarding of Ohio's Coaching Model.
• Participate in ongoing professional learning and facilitator training offered by the DEW.
• Implement the individualized professional development plan.
• Receive support from national literacy experts.
• Attend external training/workshops (e.g. Plain Talk or The Reading League).

Communication & Feedback

• Regularly communicate regional work with the SST Director, SST Colleagues, and the Department's Team.
• Plan regional literacy-related support with SST Director, SST Colleagues, the Department's Literacy Team, the Department's Urban Support Team, and the Department's Early Learning and School Readiness to build the capacity of SST and ESC (if applicable) colleagues.

EQUAL EMPLOYMENT OPPORTUNITY AND ADA STATEMENT:
The Hamilton County Educational Service Center is an Equal Opportunity Employer and endeavors to provide the highest quality service through employing professionals selected for their competence and expertise. The Governing Board of Hamilton County Educational Service Center does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and gender identity), disability, age, religion, military status, ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.

Submit application on Applitrack
Submit Letter of Interest with Resume to:
Hamilton County Educational Service Center
11083 Hamilton Ave, Cincinnati, OH 45231
Attn: Tracy Vetack

tracy.vetack@hcesc.org

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