What are the responsibilities and job description for the Literacy Specialist Teacher position at Cotting School?
Cotting School, a recognized leader and innovator in special education, is seeking a dynamic Special Educator and Literacy Specialist to join our community. The Literacy Specialist will join with a strong team of instructional specialists and coaches (Curriculum & Instructional Coach, Assistive Technology, Teacher of the Visually Impaired, English Language Educator) to collaboratively support students within the Cotting community. Our community is seeking an active partner and practitioner as we further develop programming which aligns with our DEIA (Diversity, Equity, Inclusion, Accessibility) strategic initiatives.
Responsibilities
As a member of students’ collaborative care teams, the Literacy Specialist will work with other members of the team (e.g. special educator, SLP, OT, PT, counselor, TVI, nurse) to
More deeply understand a student’s profile, strengths, and areas for growth
Develop goals and objectives towards the student IEP inclusive of language acquisition needs
Monitor progress towards these goals
Help the student develop and work towards their long term vision
Attend Team meetings and case reviews as required
Work 1:1 or in small groups with students to identify and work on appropriate language objectives
Assist all members of a student’s team in designing and implementing instruction responsive to student’s language acquisition needs
Participate in and help develop learning opportunities for the full Cotting staff, including teachers, therapists, health services, instructional aides
Collaborate and communicate with the school's Instructional Coaching Team, Educational Leadership Team, and administration to ensure ELL students receive language support that is responsive to their unique needs and background
Demonstrate and model effective culturally-responsive and trauma informed practices
Administer mandated state and local assessments for English language learners whenever appropriate
Attend professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies as well as the intersection of English Language Education and Special Education
Passionate and optimistic about their students, their content, and the teaching profession
Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards
Can convey content in creative and engaging ways that align to standards an reflect specially designed instruction per students’ IEP goals and objectives
Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
Collaborates with classroom teacher to support a productive learning environment where every student participates and is valued as part of the class community
Engages with families and builds collaborative, respectful relationships with them in service of student learning
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
Seeks to participate in and contribute to a collaborative adult learning community
Works collaboratively with instructional staff to build upon existing literacy practices to help develop a scope and sequence of learning for preschool through post high school.
The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of employees so classified.
EXPECTATIONS
Develop a trusting and reflective partnership with teachers
Establish and maintain clear communication and cooperative working relationships with a variety of educators and groups
Provide feedback on program effectiveness to the coaching team and program administrators
Model of continuous learning. The ideal candidate will take initiative and pursue their own learning
Proficient in problem solving
Strong leadership and interpersonal skills including giving and receiving constructive feedback
Responsibilities
As a member of students’ collaborative care teams, the Literacy Specialist will work with other members of the team (e.g. special educator, SLP, OT, PT, counselor, TVI, nurse) to
More deeply understand a student’s profile, strengths, and areas for growth
Develop goals and objectives towards the student IEP inclusive of language acquisition needs
Monitor progress towards these goals
Help the student develop and work towards their long term vision
Attend Team meetings and case reviews as required
Work 1:1 or in small groups with students to identify and work on appropriate language objectives
Assist all members of a student’s team in designing and implementing instruction responsive to student’s language acquisition needs
Participate in and help develop learning opportunities for the full Cotting staff, including teachers, therapists, health services, instructional aides
Collaborate and communicate with the school's Instructional Coaching Team, Educational Leadership Team, and administration to ensure ELL students receive language support that is responsive to their unique needs and background
Demonstrate and model effective culturally-responsive and trauma informed practices
Administer mandated state and local assessments for English language learners whenever appropriate
Attend professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies as well as the intersection of English Language Education and Special Education
Passionate and optimistic about their students, their content, and the teaching profession
Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards
Can convey content in creative and engaging ways that align to standards an reflect specially designed instruction per students’ IEP goals and objectives
Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
Collaborates with classroom teacher to support a productive learning environment where every student participates and is valued as part of the class community
Engages with families and builds collaborative, respectful relationships with them in service of student learning
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
Seeks to participate in and contribute to a collaborative adult learning community
Works collaboratively with instructional staff to build upon existing literacy practices to help develop a scope and sequence of learning for preschool through post high school.
The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of employees so classified.
EXPECTATIONS
Develop a trusting and reflective partnership with teachers
Establish and maintain clear communication and cooperative working relationships with a variety of educators and groups
Provide feedback on program effectiveness to the coaching team and program administrators
Model of continuous learning. The ideal candidate will take initiative and pursue their own learning
Proficient in problem solving
Strong leadership and interpersonal skills including giving and receiving constructive feedback