DOUGLAS COUNTY SCHOOL DISTRICT

Secondary Literacy Coach/Data-Based Decision Making Team (DBDM) Leader

FUNCTION

Performs professional instructional work in guiding students who need additional literacy intervention toward gaining knowledge and skills in order to become proficient readers; create a class environment favorable to learning and personal growth; establish effective rapport with students; motivate students to develop skills, attitudes, and knowledge; establish positive relationships with parents and with other staff members.  Assist with Data Based Decision Making (DBDM) process and participate on DBDM team(s).  Support staff professional development.

SUPERVISION RECEIVED

Work is performed under the direction of the Striving Readers Comprehensive Literacy Grant Program Coordinator, who will at least annually evaluate the Secondary Literacy Coach/DBDM Leader's performance.  Work is reviewed through observations and results achieved. 

SUPERVISION EXERCISED

None

ESSENTIAL FUNCTIONS

Model balanced literacy strategies in classrooms.

Lead faculty in the selection and use of a range of assessment tools as a means to make sound decision about student literacy needs as related to the curriculum and instruction.

Conduct regularly scheduled meetings with classroom teachers to examine student work, assessment data, and monitor progress in order to support teacher reflection and action. Monitor academic progress of at-risk students who are not responding to interventions (Data-based Management Team Leader on site).

Attend district-wide Data-based Management Team meetings.

Assist classroom teachers with analysis of formal and informal assessment data on their students to determine student response to instruction.

Assist teachers with planning, sequencing, and scaffolding of instruction.

Provide training and follow-up coaching to assist classroom teachers in the use of balanced literacy strategies in their classroom.

Work with teachers individually, in collaborative teams, and/or departments, to provide practical support on a full range of reading, writing and communication strategies.

Observe and provide feedback to teachers on instruction related balanced literacy and content reading and writing.

Continue professional growth and strengthen professional teaching knowledge, skills, and strategies through ongoing program of workshops, seminars, and conferences.

Support staff professional development for teachers, volunteers, parents, paraprofessionals and administrators.

Meet and instruct assigned classes in the location and at the times designated.

Guide the learning process toward the achievement of established district curriculum goals, establishes and communicates clear objectives to the students for all lessons, units, and projects.

Create a classroom environment that is conducive to learning and appropriate to the maturity, interest, and abilities of students; translate lesson plans into learning experiences to best utilize the available time for instruction; provide written evidence of preparation upon request of the supervisor.

Employ a variety of instructional techniques and media, consistent with the physical limitations of the location provided and the needs and capabilities of each student.

Strive by instruction and action to implement the district's philosophy of education, instructional goals and objectives and performance expectations as outlined on the Teacher Performance Descriptor List.

Identify the difference in needs, abilities, and interests among students and provide appropriate instruction to meet those differences.

Employ a variety of classroom assessment techniques in order to determine student's instructional needs in meeting the district's competencies; assess accomplishments of students on a regular basis in order to provide progress reports as required; communicate with parents as deemed necessary.

Administer group standardized tests and proficiency tests to students in accordance with district testing programs.

Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations.

Take all necessary and reasonable precautions to protect students and to maintain equipment, materials, and facilities.

Develop and maintain a code of conduct for the classroom which is consistent with established administrative policies; develop rules of classroom behavior for which are enforced in a fair and just manner.

Make provision for being available to students and parents for education-related purposes during the scheduled workday when required or requested to do so.

Plan for and participate in professional improvement activities; take advantage of courses, readings, in-service training, and conferences in his/her area of specialization and competency.

Establish and maintain two-way communication with parents, students, and other staff members in an honest, positive, and constructive manner.

Plan and supervise assignments for teacher aides, volunteers, and student teachers; make written evaluation as required.

Supervise students in out-of-classroom activities on campus during the assigned working day; participate in the sponsorship of student activities as appropriate to the grade level; attend established traditional school-sponsored activities agreed upon by the building administrator and the faculty.

Fulfill the requirements of punctuality, reliability, and responsibility with regard to school level and school district policies, procedures, and regulations.

Cooperate with other professional staff members in assessing and helping solve health, attitude, and learning problems of the students.

Serve on district committees that develop curriculum and enhance instruction.

NON-ESSENTIAL FUNCTIONS

Perform related duties as assigned.

WORK CONTACTS

Frequent contact with students, parents, school personnel and other school personnel.

CONDITIONS OF WORK

Typical classroom and school environment.

REQUIRED KNOWLEDGE, SKILLS & ABILITIES

Considerable knowledge of the principles and practices for effective balanced literacy  techniques and strategies in the secondary classroom; of the principles and practices for effective student learning techniques; of lesson planning; of available instructional media; of effective data-based problem solving skills; of Common Core State Standards; of Instructional Consultation process; of effective interpersonal communications.  Skill in the use of effective technology in classroom instruction.  Ability to perform the following work activities with or without reasonable accommodations:

¨       Develop lessons, units and projects consistent with District curriculum goals and objectives.

¨       Meet and instruct assigned classes.

¨       Work independently and handle multiple priorities.

¨       Assess the accomplishments of students.

¨       Utilize effective data-based problem-solving skills.

¨       Develop fair and appropriate classroom management techniques.

¨       Supervise assignments for aides, volunteers and student teachers.

¨       Model good instructional, coaching and mentoring practices.

¨       Communicate effectively, both orally and in writing.

¨       Meet deadlines.

¨       Maintain accurate, complete and correct records as required by law.

¨       Operate a computer and related software.

¨       Communicate enthusiasm, excitement and a strong feeling of commitment to the teaching profession.

¨       Maintain regular attendance.

ACCEPTABLE EXPERIENCE AND TRAINING

Preferred:  Master's degree from an accredited institution in Reading, Literacy, or Content Reading and Writing and a demonstrated success in using data to drive instruction; or any equivalent combination of experience and training which provides the knowledge, skills and abilities to perform the work. 

SPECIAL REQUIREMENTS

Possession of a valid Nevada Teaching Certificate issued by the State of Nevada:

1.    Valid Nevada Secondary Certificate with sufficient course work in major/minor field(s) of specialization.