Title: Teacher Specialist, Reading/English Language Arts (Elementary/K8)
Primary Function: This position is responsible for collaborating with staff on short, medium, and long-term planning to develop Reading/English Language Arts curriculum, resources, and professional development in alignment with district goals. The role covers both elementary (K-5) and secondary (6-8) levels and includes responsibilities related to grant management for identified grants.
Reports To: Director of Elementary Curriculum and Instruction
Salary Schedule: Teacher
Work Days: 229
Requirements
- Master’s degree from an accredited college or university
- Clear-renewable Professional Certification in Elementary Education and/or Secondary Reading/English Language Arts
Preferred
- Education Specialist or earned doctorate
- Georgia Leadership Certificate
Required Experience, Skill and Certification:
- At least five (5) years of successful classroom teaching in the content area
- Knowledge and experience with standards-based curriculum, instruction, and assessment in Reading/English Language Arts
- Experience in curriculum development and teacher training
- Strong skills in data analysis, strategic planning, and professional learning facilitation
- Excellent interpersonal, oral, written communication, and presentation skills
Preferred
- Higher degree in Reading/English Language Arts
- Educational Leadership Certificate
- Experience with School and/or District level leadership
- Teacher Support Specialist Endorsement
- Experience as a mentor or other teacher-leader roles
- Training in the coaching cycle to support teacher growth and development
Duties and Responsibilities:
Reading/English Language Arts Curriculum Development
- Accountable for Reading/English Language Arts curriculum development and implementation across K-8.
- Collaborate with K-12 Reading/English Language Arts specialists to ensure seamless curriculum progression.
Standards and Achievement Monitoring
- Monitor and evaluate the quality of teaching, learning, and achievement in mathematics across the district using data analysis and observations.
- Set and monitor progress towards challenging Reading/English Language Arts achievement targets.
Instructional Leadership
- Lead, develop, and support classroom teachers in improving instructional practices.
- Plan and deliver professional development on evidence-based instructional strategies.
Professional Development
- Facilitate continuous professional development for teaching staff, incorporating best practices in Reading/English Language Arts instruction.
Resource Management
- Plan and monitor the use of resources for the Reading/English Language Arts program, ensuring alignment with curriculum standards.
- Collaborate with principals and district leaders on resource needs and priorities.
Grant Management
- Research, manage, and support grants to support district and school instructional programs.
Collaboration and Communication
- Work closely with teachers, instructional coaches, and administrators to develop strategic plans that promote student achievement in Reading/English Language Arts.
- Support vertical teaming and foster collaboration between grade levels.
Monitoring and Evaluation
- Conduct curriculum audits, lesson observations, work and planning reviews, and student assessments to evaluate Reading/English Language Arts instruction.
- Conduct program evaluations to determine return on investment of both human and fiscal resources.
District and Departmental Responsibilities
- Attend district, departmental, and academic affairs events and activities as required.
- Perform other duties as necessary to support the effectiveness of the organization.
Terms of Employment
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 01/2024
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.
Certain limited aspects of General Duties and Responsibilities items referenced in Section 1 (b) and (d) might be considered “non-essential” in a specific situation. Any request for accommodation must be reviewed on an “individual case” basis.
Physical and Sensory Demands
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. The category applicable for this position is listed below.
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.
[X ] Other: Must have reliable transportation, and be licensed and able to drive to district schools as well as to community events. |