Literacy Specialist (DPIA)

Reynoldsburg City Schools is an equal-opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. 

Primary Job Function: 

The Reynoldsburg City Schools Literacy Specialist works closely with their principal and the Department of Leadership and Learning to support high quality literacy instruction at the building level. The specialist will be responsible for coordinating building literacy programs to ensure all students receive appropriate instruction and support. 

Minimum Qualifications

• Five to seven years of successful classroom teaching that includes reading/literacy instruction.
• Completion of a professional development program or course in evidence-based language and literacy instruction. (LETRS, Aim Pathway, Keys to Literacy, etc.)
• Completion of Ohio’s Science of Reading and/or Ohio’s Dyslexia modules
• Structured Literacy Certification or willingness to obtain within two years
• Valid Ohio teaching license and appropriate grade level certification 

Preferred Qualifications

• A master’s degree in reading or literacy education, or master’s degree in a related area.  
• Expertise in how to improve student learning through the implementation of high-quality evidence-based reading/literacy strategies. 
• Experience in providing and coaching structured literacy instruction. 
• Evidence of previously producing professional development materials specific to language and literacy development. 
• Experience with coaching and consulting skills, including mentoring and providing feedback about instruction to classroom teachers. 
• Knowledge of how to analyze and use student and adult implementation data to drive instruction. 
• Experience collaborating with and leading others. 
• Experience facilitating and interpreting screening measures for identifying students at-risk for reading difficulties. 

Essential Duties and Responsibilities 

Instructional Support (50%)

• Provide daily intensive support to school-based personnel (including instructional coaches, administrators, educators, etc.) to build their capacity in supporting evidence-based language and literacy instruction. 
• Facilitate professional development in evidence-based strategies for effective literacy instruction. 
• Model effective coaching and feedback practices. 
• Maintain logs and document instructional support services. 
• Ensure teachers are using the curriculum maps and covering all ELA standards using the District adopted curriculum.
• Facilitate collaboration vertically and horizontally with all ELA teachers.
• Assists classroom teachers on differentiating instruction based on formative and summative assessments.

Intensive Intervention and Multi-Tiered Systems of Support (30%)

• Serve as the building MTSS lead for reading as part of the school's multidisciplinary team that administers screening and intervention measures.
• Provide evidence-based reading intervention for general education students with intensive reading needs
• Serve as a building structured literacy specialist
• Leads building dyslexia legislation compliance

Assessment, Data Analysis, and Decision-making (20%)

• Continuously monitor, track and analyze student achievement data in order to identify needed support and strategies.
• Provide guidance to classroom teachers in administering required state and district assessments, including progress monitoring. 
• Meet regularly with teacher-based teams and building-level teams to review data and implement changes and adjustments to instruction and classroom practice.  
• Facilitate and support building analysis of a literacy-specific needs assessment. 
• Assist administrators in developing, implementing and monitoring a building-level literacy improvement plan, including an implementation plan for the reading components of a multi-tiered system of supports, aligned to Ohio’s Plan to Raise Literacy Achievement and the requirements of Ohio’s literacy policies. 
• Monitor school-level and classroom-level data to help provide targeted support to literacy leadership teams and teachers. 
• Provide district support in selection and de-selection processes of high-quality instructional materials, programs and practices for literacy. 
• Ensure accurate reporting of dyslexia screening data to the district and state
• Maintain accurate, up-to-date, and accessible records for district and state reporting

This list is representative of a teacher’s duties/responsibilities and may not contain all requirements

Physical Demands & Working Conditions:  

• Physical Demands – While performing the duties of this job, the employee is regularly required to  speak and hear. The employee is required to have dexterity of hands and fingers. The employee is  required to sit or stand for extended periods of time. They may be occasionally required to bend  at the waist, kneel or crouch. Specific vision abilities required by this job include close vision,  and ability to adjust focus. While performing the duties of this job the incumbent is seated or  walking at will and must be able to push, pull, lift and carry over 25 pounds on occasion. 
• Working Conditions – Generally acceptable working environment with limited exposure to  unpleasant conditions. Exposure to such conditions may make the working environment unpleasant or cause discomfort occasionally but has a minor impact on personal safety and/or mental well being. 
• Driving Requirement – This job description does require driving; however, any employee who  chooses or is asked to drive an RCS vehicle for work related community business must receive  written annual authorization to do so.  

The physical demands described here are representative of those that must be met by an employee to  successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.