Literacy Training Support Specialist

Job Description

The University of Indianapolis/CELL seeks a qualified candidate for the position of Literacy Training Support Specialist. The Training Support Specialist will provide ongoing support for school administrators and coaches in their goals for continuous school improvement relative to literacy as part of the IDOE Literacy Cadre. This staff member will provide both virtual and onsite support in the local school setting.

This staff member should have extensive experience in data-driven instructional coaching, planning and providing professional development for adult learners, and knowledge of evidence-aligned literacy practices.

This is a 1-year position.

Education:

Bachelor’s Degree Required, Master’s Degree strongly preferred

Licenses/Certifications/Credentials: minimum of 5 years of elementary teaching experience with a literacy endorsement or equivalent qualification; experience as a literacy specialist, instructional coach, or school administrator

• Acts as a leading member of the CELL literacy staff in the execution of the Indiana Literacy Cadre program cohort 4, goals, and deliverables.
• Develop and maintain supportive relationships with school administrators, instructional coaches, and school faculty.
• Provide support and guidance to the leadership and coaches of CELL’s Indiana Literacy Cadre schools.
• Support school administrators in their goals for continuous school improvement relative literacy.
• Review and analyze school data and serve as a thinking partner with school staff related to the continuous improvement of early literacy. Education for Service
• Plan and lead or co-lead professional development that is responsive to needs at the school level when requested.
• Visit participating schools, in person, at least once per month.
  • review curriculum, instruction, and assessment related to research-based reading instruction
  • support robust instructional coaching - mini and full cycles that include data-driven outcomes
  • review class level, grade level progress monitoring data and
  • review and analyze local formative assessment data during interim assessment windows
• Conduct a minimum of 3 contacts with coaches each week, including emails, phone calls, or written notes, ensuring at least one is face-to-face, either in person or virtually.
• Provide monthly feedback to the CELL and IDOE teams regarding the implementation of instructional coaching support using the data collection instruments, which inform the Indiana Department of Education.
• Actively participate in twice-monthly 90-minute professional development designed to strengthen instructional coaching practices and pedagogical knowledge related to literacy; facilitate small group discussions during professional development sessions.
• Provide oversight, monitoring, and problem-solving support for coaches in implementing the goals of the project, guided by the cadre assurances
• Review coaches’ data dashboard submissions weekly to ensure both qualitative and quantitative accuracy and offer constructive feedback as needed.
• Provide ongoing support and training for coaches, including specific feedback regarding effective data-driven instructional coaching practices, and plan or facilitate effective professional development for cadre schools.
• Be familiar with current research and curricular resources provided by the project or seek support to that end.
• Develop effective coaching skills and engage in professional development, including engagement in professional readings.
• Keep up to date with monthly Data Dashboard entries, capturing the following:
  • a summary of any on-site school visit
  • documentation of contact with coaches each week
  • documentation of administrator meetings on a monthly basis
  • reporting of monthly coach progress
  • reporting of bright spots
• Provide a summary of site visits and coach support to the DoL on a monthly basis.
• Review feedback from coaches for any actionable items and report needs and subsequent actions to DoL.
• Remain committed to learning new strategies for coaching, teaching, and learning.
• Seek out constructive feedback that helps improve practice.
• Demonstrate professionalism consistently through…