Language Arts and Literacy Specialist - MS - Language Arts Office

Position Type

Teachers/ Lang Arts and Literacy Inst Spst

10/31/2025

Instructional Support Center

01/05/2026

Eligible for Georgia teacher certification in one or more of the following teaching fields:
1) Secondary (6-12) English;
2) Middle Grades (4-8) Language Arts; and
3) Early Childhood Education (P-5). ESOL endorsement, Dyslexia endorsement, and Coaching endorsement preferred.

Bachelor’s degree in related field required. Master’s degree in related field preferred.

Three years of successful teaching experience with emphasis in language arts preferred. Experience developing and leading professional learning opportunities and experience leading Collaborative Learning Teams preferred.

Ability to organize and complete multiple tasks/projects concurrently; ability to create and deliver professional learning that supports the direction of the language arts program and that supports the vision, mission, and goals of the district; strong communication skills, both in oral and written format; strong technology skills, including Google and Microsoft programs; knowledge and application of research-based instructional strategies in literacy instruction;

knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of literacy; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; ability to work successfully with colleagues; ability to project and generate a positive attitude; and ability to effect change.

• Support, develop, and coach language teachers on content knowledge and skills for effective teaching and learning.
  • Collect and effectively analyze local school data to plan and monitor support to impact student outcomes (student achievement data, implementation data, CLT data).
  • Work with the Director to prioritize the needs of the school to create time-bound goals and determine appropriate actions aligned to the school support plan.
• Support Collaborative Learning Teams (CLT) through effective planning, facilitation, and/or co-facilitation to build the capacity of the CLT leaders.
  • Engage in planning practices for CLTs with teacher leaders and incorporate effective structures (e.g., agenda, team agreements, and protocols).
  • Deepen teachers’ understanding of the AKS.
  • Use assessment data and student work to inform instructional decisions and differentiation.
  • Leverage pacing guides and district resources to provide High-Quality Tier 1 Instruction aligned to the AKS.
  • Model and support effective teacher practice during CLT time to prepare teachers for delivery of instruction.
  • Debrief on instructional implementation within CLTs to use evidence and feedback for continuous improvement.
• Engage in differentiated coaching cycles to reduce instructional variability and promote equitable access to High-Quality Tier 1 Instruction, using evidence-based coaching strategies.
  • Use data to drive coaching cycles, determine student outcomes and teacher practice goals, co-plan and model instructional moves, implement and observe to collect evidence, provide affirmative and corrective feedback, and reflect on implementation to determine next steps.
• Partner and support instructional leaders for High-Quality Tier 1 Instruction implementation.
  • Conduct regular Learning Walks.
  • Collect implementation data.
  • Facilitate debrief conversations to celebrate strengths, identify areas of focus for support, and determine appropriate next steps.
• Provide high-quality professional learning aligned to local school needs.
  • Partner with instructional leaders to identify trends and determine professional learning needs.
  • Develop, provide, and/or support just-in-time professional learning aligned to the LSPI.
  • Support teachers with transfer of the learning into practice through CLT support and coaching cycles.
• Demonstrate content knowledge and professional growth.
  • Engage in continual learning to deepen content and pedagogical knowledge in language arts and literacy (e.g., current and emerging trends).
  • Deve…