Primary Purpose:

Ensure implementation of DVISD elementary and secondary literacy programs and facilitate the systematic implementation of the DVISD intervention model. Build instructional capacity in best practices for literacy instruction, with a focus on the Science of Teaching Reading (STR).

 

Minimum Qualifications:

Education/Certification: 

Master’s degree in Education preferred

Valid ELAR 4-8 or 7-12 Texas Teacher certificate

Master Reading Teacher or Reading Specialist certificate preferred

Candidate must have satisfactory outcome of fingerprinting background check. Non-refundable fee approximately $50.00 paid by employee.

 

Required Experience:

Three (3) years’ teaching experience

Leadership experience

Instructional coaching experience

 

Knowledge/Skills:

Knowledge of research and practice in the science of reading

Knowledge of literacy and language development

Knowledge of best practices for reading intervention

Knowledge of effective instructional strategies

Ability to maintain a rigorous schedule and gather, collect and classify data

Ability to maintain accurate records, disaggregating and analyzing date, developing and maintaining spread sheets, monitoring and updating databases

 

Major Responsibilities and Duties:

(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required)

 

Professionalism

The Educators' Code of Ethics is set forth in Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community.

• Rule §247.1 Purpose and Scope; Definitions
• Rule §247.2 Code of Ethics and Standard Practices for Texas Educators

Instructional Management

The coordinator promotes improvement of instruction through activities such as the following:

• Works collaboratively with administrators and teachers for instructional improvement and program continuity
• Plans and leads Professional Learning Communities and professional learning
• Provides targeted teacher coaching and administrator support
• Assists director in monitoring district compliance with RTI, Dyslexia and other literacy programs.
• Assists director in planning and implementing effective instructional staff development and curriculum implementation
• Guides and coordinates campus implementation of RTI procedures and the Dyslexia Program.
• Participates in and serves as a resource for curriculum planning and provide demonstration lessons as needed.

Organization Improvement

The coordinator promotes leadership in efforts to improve the school or organization through activities such as the following:

• Helps teachers and instructional staff develop research-based instructional practices that support the development of children’s language, early literacy, and background knowledge and concept development.
• Guides process for purchase of materials, including intervention materials.
• Assists Director in assessing the needs of the literacy program and work effectively to address those needs.
• Demonstrates high expectations for campus level administrative staff(s) and students in meeting educational goals for identified students.

Organization Management

The coordinator manages administrative, fiscal, and facilities functions responsibly through activities such as the following:

• Promotes the use of researched-based instructional strategies and interventions in classrooms.
• Implements and refines maintenance of records and management of reporting systems.
• Implements systems for communicating program goals and objectives
• Implements systems for ongoing coaching and support for teachers
• Coordinates district and campus student assessments involving literacy
• Ensures security and confidentiality of personal identifiable information.

Communication and Community Relations

The coordinator promotes a positive tone for school or community relations through activities such as the following:

• Communicates effectively with staff, parents, and community by projecting a positive image that enhances the district's mission.
• Implements systems for clear and consistent communication of program information.
• Coordinates with RTI, Special Education and Biliteracy personnel to support research-based practices designated subject area across all classrooms.

Professional Growth and Development

The coordinator provides leadership in professional growth and development through activities such as the following:

• Keeps informed regarding literacy best practices.
• Obtains and uses findings (including student achievement data) to assist improvement of curriculum and instructional program effectiveness.
• Disseminates specific lesson ideas with related materials to be implemented across classrooms.
• Observes classroom instruction and provide feedback and assistance to classroom teachers to facilitate improvement and innovation.
• Demonstrates effective instructional practices with students in the classroom.
• Meets with teachers and administrators regularly to examine data, discuss instruction, and provide feedback related to in-class observations.
• Meets with identified teachers in the designated subject area to provide intensive training and support
• Keeps informed about current trends and practices in curriculum, instructional methods and technology for RTI/Dyslexia and literacy.
• Assists literacy team in providing continuous staff development for all teachers and administrators.

Qualities of an Effective Coordinator

The coordinator exhibits the following qualities:  

• Daily attendance and punctuality at work.
• Complies with district and campus policies and procedures, as well as state and federal laws and regulations.
• Complies with the standards of conduct set out in Board Policy DH (Legal) and (Local) and with any other policies, regulations, and guidelines that impose duties, requirements, or standards.
• Demonstrates a high level of personal integrity, a collaborative leadership style, and high ethical standards.
• Keeps informed of and comply with Federal/State/District and campus policies.
• Compiles, maintains, and files all reports, records, and other required documents.
• Maintains confidentiality.
• Performs other duties as assigned by Curriculum & Instruction supervisors.

Supervisory Responsibilities

Support and provide feedback to principals, conduct screening interviews, and provide input on coach evaluations.

 

Equipment

Computer, computer software programs and peripherals, printer, scanner, calculator, copier, fax, and other equipment applicable to the position.

 

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

• Works irregular and extended work hours to include holidays and weekends.
• May report to various campuses within the district for a full work day.
• Occasional statewide travel.
• Works with frequent interruptions and maintain emotional control under stress.
• Continual standing, walking, lifting, carrying, stooping, bending, and kneeling.
• Limited exposure to hot and cold temperatures.
• Frequent exposure to temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination vibration. Occasional exposure to biological hazards (communicable diseases, bacteria, insects, mold, fungi), work outside, work around moving objects or vehicles, work on uneven surfaces.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.