Public Schools of Petoskey
POSITION: K-3 Literacy Interventionist/Coach
PURPOSE STATEMENT:
The position of the Literacy Interventionist/Coach has been established to provide additional instructional time to identified pupils in grades K-3 with focused literacy interventions in accordance with Title IA, Section 31a, and Section 35a regulations and our district’s multi-tiered systems of support (MTSS) and response plans.
PRIMARY RESPONSIBILITY STATEMENT:
The primary responsibility of the Literacy Interventionist/Coach is to use positive, evidence-based interventions and additional instructional time that is consistent, intensive, and targeted for struggling students in grades K-3 and model the strategies for teachers and paraprofessionals. (This may be a non-union position.)
QUALIFICATIONS:
Preferred candidates for this position have an advanced teaching degree (Masters or higher) from an accredited institution with an emphasis in early literacy (reading & writing).
Specific requirements for this position include:
1. A valid, Michigan Elementary Teaching Certificate (with an abundance of literacy credits or an ELA/English major equivalent).
2. Meets Michigan’s Highly Qualified guidelines.
3. Successful literacy teaching experiences (3 years minimum in early elem. preferred).
a. Experience with MI Reading & Writing Standards and Practices.
b. Experience with Lucy Calkins and MAISA curriculum (preferred).
4. Ability to monitor and analyze student growth data to modify and design, redesign, and customized instruction and then swiftly act on results using formative assessments.
5. Knowledge, use, and modeling of differentiated classroom instructional practices that best promote student academic success.
6. Knowledge and use of standards-based instruction.
7. Knowledge of multi-tiered systems of support (MTSS), PBIS/SEL, Section 504, Title IA, Section 31a, and Special Education processes, requirements, and implementation protocols.
8. Excellent communication and interpersonal skills with students and adults.
9. Intervention protocol connections with teachers, administrators, and paraprofessionals.
10. An inclusive style that results in effective teamwork, communication, and collaboration with students, parents/guardians, and staff members.
11. Ability to work towards the district’s school improvement goal of academic success for ALL students.
12. Understand and apply FERPA rules and regulations.
Alternatives to the above qualifications are allowed as deemed appropriate and acceptable by the Superintendent, Board of Education, or their representative(s).
REPORTS TO: The Director of Teaching & Learning
PERFORMANCE RESPONSIBILITIES:
The K-3rd Literacy Interventionist/Coach–
1. Establishes a caseload of students based on criteria identified in the District Improvement Plan, Michigan’s 3rd Grade Literacy Law, Title IA, Section 31a, & Section 35a identification protocols.
2. Spends the majority of time working directly with targeted students in literacy.
3. Helps students analyze and improve study methods and habits and models practices that guide students to examine their own thinking and literacy routines.
4. Supports the teaching and learning of literacy and encourages a positive, engaging approach to reading (informational and narrative), writing, and life-long learning.
5. Demonstrates exemplary instructional practices and possesses a deep understanding of early literacy theory, concept building, and pedagogy by using evidence-based practices to improve student achievement results and close achievement gaps.
6. Conducts interventions with a growth-mindset and a pursuit of continual student growth (e.g., learning strategies connected to DIP/SIP, formative assessments that drive “in-the-moment” lesson modifications, differentiation models, and standards-based learning targets.)
7. Evaluates student achievement in collaboration with the classroom teacher, principal, learning director, and data coordinator to place students in appropriate intervention and support services.
8. Assists building teams, PLCs, administrators, learning director, and data coordinator in conducting needs assessments and planning in the area of student literacy achievement.
9. Maintains a variety of manual and electronic files and/or records in conjunction with the data coordinator (e.g. student records and other data regarding proficiency) to determine student needs.
10. Manages and understands student behavior in accordance with Student Code of Conduct, student handbook, FVA, and PBIS/SEL protocols.
11. Coordinates and implements parent involvement activities in conjunction with the building administrator and staff.
12. Collaborates with individuals, teacher teams, and PLCs to expand expertise in Michigan Literacy Practices related to differentiation and intervention.
13. Models appropriate use of materials, DIP/SIP strategies, technology, and other resources to assist classroom teachers to meet specific learning needs.
14. Uses pedagogical knowledge to best target learning activities and tasks for those ranked for services.
15. Understands and utilizes auxiliary resources that support specific learning goals, including technology and online formats that bolster fluency and comprehension.
16. Participates in school/district committees, district-provided professional development, parent-teacher conferences, and other student-oriented activities as planned through administration.
17. Serves as a member of the District ELA TLC Task Force and school/district data teams to design, implement, and monitor SIPs/DIP strategies and activities.
18. Maintains an inventory of differentiation, intervention, instructional, and professional materials.
19. Promotes students’ career, college, & life readiness.
20. Models and maintains nondiscriminatory practices and understands/abides by FERPA.
21. Reflects on daily experiences and identifies ways to improve and enhance learning.
TERMS OF EMPLOYMENT:
August 31, 2017-August 31, 2018, 180 work days, 7.25 hours per day
Employment beyond 2017-18 will be dependent upon grant funding.
EVALUATION:
The District Literacy Interventionist will be evaluated throughout the duration of employment by building principals and annually by the Director of Teaching and Learning (with input from building principals) in accordance with the Public Schools of Petoskey’s Board of Education Policies and district practices regarding staff evaluations.
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