Job Posting Description, Director of Curriculum and Literacy
Contact Information
Human Resources Department
215 S. Dr. Martin Luther King Jr. Blvd. (4th Floor)
South Bend, IN 46601
574-393-6000
staffing@sbcsc.k12.in.us
 
Job Locations
Administration Building
 
Application Open: 02/09/2021, Filing Deadline: (none)
 
Available Jobs
 Job # Description
052 Director of Curriculum and Literacy

Position Title: Director of Curriculum and Literacy

Salary Range: Regionally Competitive

Contract Length: July 1- June 30

Immediate

Supervisor: Chief Academic Officer

Basic Function:

Provide leadership in helping PK-12 teachers create a literacy-rich environment that supports language and literacy learning for all students across disciplines, media, modalities, and are able do this in practice under the direction of the Chief Academic Officer. The director will be a highly effective educator who has demonstrated superior interpersonal skills, instructional practice in Literacy, and the proven ability to move student achievement. The director will support teachers and instructional coaches in implementing content-specific strategies. The director will have both content and instructional expertise and will work with classroom teachers, instructional coaches, and students to support academic achievement in schools supported by the Chief Academic Officer. S/he will focus on individual and group professional learning that will expand and refine the understanding of district-supported best practices in Literacy in order to positively impact student achievement

Additional Job Functions

The candidate must be committed to continuous improvement with the fundamental goal of advancing student achievement in an urban public school district.

  1. Stay current on research and best practices in the area of literacy.
  2. Attend and participate in state and national forums on literacy (e.g., Indiana Literacy Association, AERA, ILA, NCTE) with the expectation of using and presenting content to relevant school staff
  3. Collaborate with relevant stakeholders
  4. Provide updates to stakeholders regarding the district literacy program
  5. Experience creating and implementing lessons that lead to demonstrated student learning and growth
  6. Perform other related duties as directed by the Chief Academic Officer

WORKING CONDITIONS:

  1. Indoor office environment.
  2. The person in this position needs to be able to move about inside school buildings to visit classrooms and attend meetings outside of his or her office.
  3. The person in this position must be able to transport himself or herself to all school locations within the district.
  4. The person in this position must be able to remain in a stationary position 50% of the time.
  5. The person in this position must be able to operate a computer and other office productivity machinery, such as a copy machine and computer printer.
  6. The person in this position must be able to converse with administrators and teachers and must be able to exchange accurate information with such individuals.
  7. The person in this position must be able to observe teachers in their classrooms.

Essential Duties & Responsibilities:

  1. Provide leadership in the identification and implementation of instructional practices, delivery systems, and formative assessments that maximize PK-12 student growth in literacy (i.e. reading, writing, digital literacies).
  2. Provide leadership in the use of technology to enhance teaching and learning in keeping with ISTE standards, including digital citizenship, critical thinking, and civic engagement.
  3. Collaborate and coordinate efforts to strengthen diverse classroom and school libraries with teachers and librarians
  4. Analyze student work, assessment results, and other data sources to ensure aligned content support focused on student achievement
  5. Provide district-wide professional learning for instructional staff in culturally responsive and sustaining pedagogies; strategies for teaching reading, writing, and literacies across the content areas; and integrating critical socio-emotional learning with literacy instruction[CC1]
  6. Provide formative coaching and differentiated support for teachers and instructional coaches to help grow instructional practice
  7. Provide small and large group professional learning, based on the assessed needs of teachers and instructional coaches
  8. Develop and lead professional learning sessions on district wide PL days
  9. Assist in developing detailed action plans that support content area strategies and implementation steps outlined in the School Improvement Plan
  10. Assist in developing and implementing plans that align to district goals, curriculum, and IDOE Core Standards
  11. Implement progress monitoring, ensuring that timelines are met and data is analyzed and used to inform instruction
  12. Assist in facilitating a continuous improvement model by analyzing data, using data to impact instructional practice, and creating a cycle to monitor and adjust student achievement and teacher practice.
  13. Participate as Fellow for the Center for Literacy Education and collaborate with faculty from the University of Notre Dame
  14. Opportunity to engage in ongoing research in collaboration with faculty from the University of Notre Dame
  15. Write curriculum, including unit roadmaps, sample lesson plans, and other instructional support documents, as needed.

Qualifications:

  1. Doctorate in Education with concentration in literacy, as well as related fields such as policy, urban education, and critical theory is highly preferred.
  2. Minimum of five years of successful experience teaching and demonstrated leadership
  3. Evidence of being able to design and deliver effective professional development sessions to teachers and staff
  4. Experience analyzing formative and summative assessment data, identifying data trends to inform training and support, and using data to develop instructional strategies to meet student needs
  5. Strong interpersonal skills and ability to build and maintain effective peer-to-peer relationships
  6. Demonstrated professionalism and excellent oral and written communication skills
  7. Demonstrated leadership capabilities and knowledge of adult learning theory to influence adult practice
  8. Evidence of working constructively with teachers, principal(s), and other school staff Experience analyzing, developing, implementing, and evaluating school action plans

Knowledge, Skills, and Abilities

1.Excellent verbal and written communication skills.

2.Ability to establish and maintain positive relationships with administrators and staff.

Physical Demands:

Primary functions require sufficient physical ability and mobility to work in an office; dexterity of hands and fingers to operate a computer keyboard and other technologies and office equipment, sitting, standing and walking for extended periods of time; kneeling; bending at the waist; lifting; pushing; pulling and carrying equipment, supplies and materials weighing up to 25 pounds; repetitive hand movement and fine coordination to use a computer keyboard; emotional stability to work effectively under pressure and to keep all aspects of the job under control; hearing and speaking to exchange information in person or on the telephone; seeing to read; prepare and assure the accuracy of documents.

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