Language Arts and Literacy Specialist - MS - Language Arts Office

Gwinnett County Public Schools Instructional Support Center
- Suwanee, Georgia Open in Google Maps

License and Certification

Qualifications:

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.

Education

Qualifications:

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

Experience

Qualifications:

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.

Skills

Qualifications:

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.

• 1. Collect and effectively analyze local school data to plan and monitor support to impact student outcomes (student achievement data, implementation data, CLT data)
• a. 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
• 2. Support Collaborative Learning Teams (CLT) through effective planning, facilitation, and/or co-facilitation to build the capacity of the CLT leaders
• a. Engage in planning practices for CLTs with teacher leaders and incorporate effective structures (e.g., agenda, team agreements, and protocols)
• b. Deepen teachers' understanding of the AKS
• c. Use assessment data and student work to inform instructional decisions and differentiation
• d. Leverage pacing guides and district resources to provide high-quality Tier 1 Instruction aligned to the AKS
• e. Model and support effective teacher practice during CLT time to prepare teachers for delivery of instruction
• f. Debrief on instructional implementation within CLTs to use evidence and feedback for continuous improvement
• 3. Engage in differentiated coaching cycles to reduce instructional variability and promote equitable access to high-quality Tier 1 Instruction, using evidence-based coaching strategies.
• a. 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
• 4. Partner and support instructional leaders for high-quality Tier 1 Instruction implementation
• a. Conduct regular Learning Walks
• b. Collect implementation data
• c. Facilitate debrief conversations to celebrate strengths, identify areas of focus for support, and determine appropriate next steps
• 5. Provide high-quality professional learning aligned to local school needs
• a. Partner with instructional leaders to identify trends and determine professional learning needs
• b. Develop, provide, and/or support just-in-time professional learning aligned to the LSPI
• c. Support teachers with transfer of the learning into practice through CLT support and coaching cycles
• 6. Demonstrate content knowledge and professional growth.
• a. Engage in continual learning to deepen content and pedagogical knowledge in language arts and literacy (e.g., current and emerging trends).
• b. Develop and improve knowledge through professional development
• 7. Build and maintain trust and rapport through consistent, supportive communication and active listening with teachers and leaders
• 8. Provide effective communication regarding school support and progress toward identified goals to key stakeholders (e.g., CST, LA Director, Principal, Assistant…