25-26 Digital Literacy and Computer Science Teacher, Grades PK-8 (.50 FTE)

Job Goal: 

To bring all students at the elementary level to proficiency or better in English language arts by supporting teachers in their efforts to maximize the effectiveness of their instructional practice. The Literacy Coach functions as a colleague, is not part of school administration, and does not participate in any way in the evaluation of a teacher’s performance.

Qualifications:

• Excellent communication skills;
• Teachers serving with Professional Status in the Somerville Public Schools is preferred;
• Strong preference for individuals with experience in varied positions, including reading teacher and classroom teacher;
• Strong people skills; an ability to win the respect and trust of fellow teachers.
• Advanced degree preferred, specifically Reading Certification.
• Understanding of scientifically based literacy research and evidence-based practices for teaching the range of literacy skills and assessing student progress toward achievement of benchmarks; a demonstrated ability and willingness to learn and stay current.
• Must be a licensed teacher by the Massachusetts Department of Elementary and Secondary Education. 

Responsibilities: 

Coaching Responsibilities:

Help teachers meet the goals for student progress set by the district, Elementary Curriculum Coordinator, Principals, and the faculty as a whole. The coach functions as a colleague, is not part of school administration and does not participate in any way in the evaluation of teacher performance.

• Meet regularly with the Elementary Curriculum Coordinator, Principals, and others to assure that students achieve proficiency or better in English language arts and that teachers are supported in their instructional practice.
• Create an atmosphere of trust and collaboration among staff that will promote professional growth and accelerate the achievement of all students;
• At the beginning of the school year, meets with the Elementary Curriculum Coordinator, to determine the schedule and priorities for training, conferences, workshops, meetings at the school, district, and/or other level (e.g. grant requirements) as applicable.
• As a coach to classroom teachers, the literacy (or instructional) coach will spend a substantial portion of the day working with teachers in classrooms. This time commitment will be offered by the coach, and needs to be accepted by the teacher.  For example, the coach will meet with teachers to plan lessons and assess student progress, perform demonstration lessons and do co-teaching, organize assessments and data.

Professional Development Responsibilities:

• Coach classroom teachers in all aspects of differentiated literacy instruction, including use of student assessments to group students, management of effective whole- and small-group instruction, and individual activities to meet specific student needs;
• Provide feedback and suggestions for instructional improvements during coaching;
• If requested by the classroom teacher, support teachers to implement strategies for working with struggling readers, English language learners, SPED students, as well as for extending learning for students above grade level; and
• Coach will work with teachers and administration to design school-based professional development as necessary.

Curriculum and Instruction Responsibilities:

• Provide teachers with clear and specific information on how to implement a range of effective instructional strategies;
• Be competently knowledgeable of the Massachusetts English Language Arts Framework, core reading program, and other curricular programs to assist teachers in their implementation;
• Assist teachers to integrate formative assessment into instructional practice, as requested by the teacher.

Terms of Employment:

In accordance with STA Collective Bargaining Agreement

Schedule: 189 days

School Year Schedule: 184 days

Additional days: 5 days to be scheduled with Supervisor

The Somerville Public School does not discriminate in its programs, facilities or employment of educational opportunities on the bases of race, color, age, religion, disability, preganancy, home status, martital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' group or interferes with their ability to learn or work.