The Instructional Literacy Leader models instruction with an emphasis on Literacy. He or she also collects student assessment data and facilitates its use in lesson development and delivery. A tenured teacher whose responsibility includes assisting Pre-K through 4th grade teachers in learning and using evidence-based best practices in their classrooms with an emphasis on literacy instruction. The ILL will work 1:1 and with small groups of teachers and staff in providing guidance, training, and other instructional resources. They will focus on practical strategies for engaging students and improving their learning. The ILL will work closely with district and building level administration, model instruction for teachers, demonstrate expertise in lesson design, planning, implementation, and assessment and utilization of instructional technology platforms. They will be responsible to facilitate the collection of student data on their levels, analyze the data and work closely with teachers to plan lessons accordingly. The Instructional Literacy Leader will be on full release from teaching and duty periods
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Attending relevant building leadership, team meetings, district meetings upon request and as scheduled by administration
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Developing flexible schedules (to be communicated and approved by the district/building administrator) to work across their buildings completing classroom visits, walkthroughs, modeling lessons, etc.
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Guiding teachers in establishing a productive and independent learning community within their classroom
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Working with teachers to develop effective management systems for writing and reading workshop
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Conducting demonstration lessons in classrooms to support various methods of instruction (demonstration, guided practice, explanation with example, or inquiry), and to model effective conferring practices and small group teaching methods
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Supporting teachers in planning, including assisting in the overview of upcoming units, teaching points, resources, assessments, and student expectations
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Supporting teachers in developing toolkits for each genre to be taught containing resources to have at the ready when conferring or conducting small group work in both reading and writing
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Working with teachers to integrate appropriate digital and print resources that support district curriculum and effective instructional practices to increase student learning
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Supporting teachers in developing shared expectations for student work at each grade level and in each genre by conducting data/assessment review meetings
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Giving demonstrations as needed on assessment administration and scoring
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supporting teachers in how to use data to inform instruction (whole group, small group, and conferring)
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Working with administration to lead June planning meetings, reflect on the year and address next years needs
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Conducting professional development sessions during professional periods on topics identified and based on student needs
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Meeting with SES administration to discuss literacy needs
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Participating in articulation meetings between the elementary and intermediate schools to build consistency, continuity and alignment between them
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Collaborating with administration to support a culturally responsive approach to teaching and learning by using the Culturally Responsive-Sustaining Education Framework
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Collecting, organizing and disseminating assessment data to grade level leaders and classroom teachers
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Attending IST meetings to provide data and student goals.
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Attending District Technology Committee meetings
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Monitoring available information regularly to ensure current data
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Coordinating with guidance and administration regarding student placement
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Facilitating relevant training and support teachers in progress monitoring programs (i.e Aims Web+, RI, F&P, iReady)
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Attending relevant technology and systems trainings
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Facilitating reading and math meetings for identification and services of Tier 2 and Tier 3 students