Language Arts and Literacy Specialist - ES - Language Arts Office
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Education / Teaching
Training Instructor / Specialist
Job Description & How to Apply Below
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.
Experience QualificationsThree 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 QualificationsAbility 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.
- 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
- 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
- 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
- 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
- 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
- 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
- a. Share weekly progress updates that highlight key actions and outcomes
- b. Collect and report accurate data on implementation and student achievement
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