Lower School, Literacy Coach/Reading Specialist, Focus K-1

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Overview:
This position will be both a literacy coach and a reading specialist position and will serve as a liaison between the lower school administration and classroom teachers. Master’s degree in reading, and Orton-Gillingham training, is preferred.

Responsibilities:
Literacy coaching
(At least 40% of reading specialist’s time shall be devoted to coaching to include, but not limited to, co- teaching, collaboration, facilitation of instructional strategies, modeling, observing, and providing feedback.)
• Work directly with teachers in school providing classroom-based demonstrations, collaborative and one-on one support
• Lead faculty inquiry/professional development work in literacy
• Model and coach instructional methods in a variety of settings (1:1 coaching, grade level work, small group, full faculty) and provide ongoing follow up and support
• Guide teachers to collect and analyze data to inform instruction and plan differentiated instruction.
• Use assessment data to track efficacy of the program
• Coach teachers in the implementation of schoolwide literacy curriculum
• Regularly audit classrooms libraries
Reading specialist
• Assist in early identification and intervention of students in K-1 by administering and analyzing testing and student achievement data. Assess students using a variety of measures to determine appropriate supports and design instructional plans
• Provide direct instruction in the areas of reading and writing for identified groups and individual students, with an emphasis on emergent, beginning, and transitional readers
• Serve as a liaison between the lower school administration and classroom teachers to develop intervention plans for struggling readers
• Push into classrooms, K-1, to provide intervention work for struggling readers
• Align classroom interventions and tutoring support; communicate openly between all parties
• In partnership with Student Support Team and classroom teachers, communicate with parents about student progress and provide specific individualized goals and plans as well as end-of- term summaries
• Collaborate with the LS ERP director and Early Childhood Director to identify students who would benefit from outside professional support and/or additional tutoring.  Recommendations to families go through ERP
• Other duties as assigned

 Requirements and qualifications:
• Bachelor’s degree in education field and experience in teaching reading required
• Master’s degree in reading, and Orton-Gillingham training, is preferred
• Comfortable with technology as a teaching and learning tool
• Commitment to diversity, equity and inclusion work
• Passion for children and an understanding of child development
• Strong communication and time management skills

Physical requirements and work environment:
• May work at a desk and computer for extended period of time
• May have extended times of standing and or walking around campus
• Work primarily in a traditional climate-controlled classroom environment
• Work intermittently in outside weather conditions, including extreme heat and cold

It is the policy of Charlotte Country Day School not to discriminate against any employee or applicant for employment on the basis of race, color, religion, national origin, age, sex, gender identity or expression, sexual orientation, disability, veteran status, or any other basis protected by applicable law.  This policy extends to recruitment, employment, promotion, demotion, transfer, layoff, termination, compensation, training, benefits and all other terms and conditions of employment.