K-3rd Grade Literacy Specialist (Site Based, Grant Funded)

K-3rd Grade Literacy Specialist

(Site Based, Grant Funded)

JOB GOAL

The Literacy Specialist is responsible for advancing high-quality Tier I/Core instruction in reading and writing through the implementation of evidence-based practices grounded in the Science of Reading. This role provides leadership, coaching, technical assistance, and professional learning to strengthen PreK-3 educators' content knowledge and instructional practices in literacy. The Literacy Specialist supports the implementation of Arizona English Language Arts Standards, Arizona Early Learning Language and Literacy Standards, English Language Proficiency Standards, district literacy curriculum, and intervention programs to promote effective literacy instruction and intervention.

The Literacy Specialist supports the effective use of formal and informal assessment data, including approved literacy screeners and state assessment data, to inform instruction, monitor student progress to assess effective teaching strategies and tier 1 instruction, and ensure equitable outcomes for all learners. By fostering collaborative, non-evaluative partnerships and building teacher capacity, the Literacy Specialist promotes consistent, rigorous, engaging, and classroom-focused language arts instruction; more specifically, daily coaching in classrooms, that enables students to achieve proficiency in reading and writing by the end of third grade and beyond.

Qualifications

• Valid Arizona Standard Elementary or Secondary Education Certification
• Reading Endorsement or ADE K-5 Literacy Endorsement preferred. Candidates without the endorsement must agree to work toward obtaining the endorsement within a district-approved timeline.
• Bachelor's degree in Education, Literature, or related field (Master's degree preferred).
• A minimum of three (3) years of teaching experience with excellent evaluations
• Successful experience facilitating adult learning and delivering professional development specific to literacy instruction
• Demonstrated experience in instructional coaching, mentoring, or teacher leadership roles preferred.
• Bilingual (Spanish) preferred.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
  
  

Performance Responsibilities

Responsibilities shall include, but not be limited to the following:

• Leads the design, alignment, implementation, and continuous improvement of literacy curriculum and instructional practices in accordance with Arizona Academic Standards, Arizona Early Learning Language and Literacy Standards, district priorities, and current reading research.
• Promotes, models, and monitors the implementation of evidence-based reading and writing instruction grounded in the Science of Reading with a focus on high-quality Tier I/Core instruction.
• Collaborates with PreK-3 teachers, interventionists, instructional staff, and administrators support implementation of the Move On When Reading (MOWR) State Literacy Plan.
• Provides job-embedded professional development, technical assistance, coaching, modeling, co-teaching, and support to teachers, instructional staff, and administrators in a variety of settings, including whole-group professional learning, grade-level meetings, PLCs, and one-on-one coaching cycles.
• Observes classroom instruction and provides reflective, non-evaluative feedback to support implementation of evidence-based literacy practices during instructional tiers.
• Models high-quality Tier I instruction and supports teachers through coaching, demonstration lessons, co-planning, and feedback cycles.
• Assists teachers in planning and implementation of developmentally appropriate literacy instruction and interventions, including literacy blocks emphasizing phonemic awareness, phonics, fluency, vocabulary, comprehension, oral language, emergent literacy, and writing.
• Supports teachers' collaborative work to plan literacy lessons, small-group differentiation, intervention, and data-informed instructional practices.
• Facilitates data-informed collaboration focused on student progress, instructional planning, instructional effectiveness, and literacy proficiency.
• Supports the effective use of formal and informal assessment data, including literacy screening and state assessment data, to identify trends, monitor progress, guide instruction and intervention, and support student achievement.
• Collaborates with Assessment and Data teams, Special Education, SEI, and other departments to ensure cohesive literacy practices within an MTSS framework.
• Meets regularly with school administration and leadership teams to review school data, support school-wide literacy planning, and assist in implementation of meaningful literacy professional learning opportunities.
• Guides the development, selection, evaluation, and implementation of high-quality instructional materials, literacy resources, intervention programs, and instructional guidance documents.
• Supports curriculum adoption and implementation processes alongside teacher leaders and literacy support teams.
• Builds leadership capacity among teachers and site teams to sustain effective literacy practices and improve student literacy outcomes by the end of third grade and beyond.
• Maintains records related to coaching cycles, professional development, literacy screening, and program implementation as required.
• Prepares and presents reports regarding literacy initiatives, student achievement, and program effectiveness.
• Participates in program evaluation and continuous improvement efforts to assess impact on teaching and learning.
• Serves as a technical advisor and instructional resource in literacy for teachers, principals, and district leaders.
• Builds collaborative, respectful, and professional relationships with teachers, administrators, literacy teams, and other instructional staff.
• Maintains confidentiality, professionalism, and high ethical standards.
• Maintains current knowledge of literacy research, evidence-based practices, and instructional coaching through ongoing professional learning and networking with other literacy professionals.
• Performs other related duties as assigned by the Director of Teaching and Learning or designee.
  
  

KNOWLEDGE AND SKILL

• Knowledge of state and national standards and district-adopted curriculum and instructional materials.
• Knowledge of and works effectively in a professional learning community.
• Knowledge of a wide range of assessments and use of data information systems.
• Demonstrates professional development skills and works effectively with adults.
• Demonstrates ability in working with diverse populations (ELL, Special Education, etc.).
• Demonstrates continued professional growth by participating in professional learning opportunities, engaging with professional literature, and collaborating with colleagues to strengthen research-based practices in curriculum, instruction, and assessment.
• Demonstrates ability to communicate in oral and written form.
• Evidence of strong interpersonal skills.
  
  

Physical Requirements

• May require stooping, kneeling, crouching, reaching, fingering, grasping, talking, hearing, seeing, and repetitive motions.
• Some positions may require climbing, pushing, pulling, and lifting.
• Light work exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or negligible amount of force constantly to move objects. If the use of arm and/or leg controls require exertion of forces greater than the sedentary work and the worker sits most of the time, the job is rated for light work.
• Position may require travel.
  
  

Terms Of Employment

REPORTS TO: Principal and Director of Teaching & Learning

LOCATION: Davidson, Peralta, Cartwright Elementary

SUPERVISES: None

CALENDAR: Teacher Work Calendar

JOB CATEGORY: Certified Non-Admin, FLSA Exempt

SALARY RANGE: Certified Step Salary Schedule, as approved by the Governing Board

BENEFITS: As approved by the Governing Board

DEADLINE FOR APPLICATION: Until Filled