Professional Learning Specialist - Literacy

The Curriculum & Instruction (C&I) Department works to ensure outstanding instruction in every classroom. Sustainable implementation of high-quality curriculum is the most important driver of that aim and supports the growth of teachers, administrators, counselors, and librarians at various stages throughout their careers. We aspire to ground our C&I work in a set of shared elements. We start with an understanding of how students learn; we organize around adult learning principles to support teachers and school leaders; we embed opportunities to modify curriculum materials for specific classroom contexts or student needs; and we organize everything around continuous improvement, to get better over time. 

The Professional Learning Specialist role involves the following major bodies of work:

• In collaboration with New Visions staff, teacher leaders, and external experts, gain an understanding of existing Literacy resources, both in New Visions curriculum and across content areas.
• Develop and implement professional learning opportunities that support teachers in understanding our curriculum, shifting standards, and instructional moves that support student thinking, speaking, and writing
• Implement systems to scale reading development in core instruction and interventions within schools.
• Coach teachers and instructional leaders in strategic planning for reading interventions and implementation using research-based literacy approaches and shared high-quality instructional materials as a foundation for building school-based instructional capacity (3x/week minimum)
• Ensure that the state and federal compliance requirements for students with disabilities and multilingual learners are met when designing reading support programs.
• Stay informed of shifts in the field (including the science of reading, NY State Standards, Regents, and national standards) and develop materials to inform instructional leaders and teachers about these shifts. 

This role requires deep and consistent collaboration with Curriculum team members and New Visions’ school-facing staff in School Support. It also requires a thoughtful exchange with teachers and leaders enrolled in literacy support projects and/or schools interested in participating.

Core Duties and Responsibilities:

Meet regularly with NYC school-based teams and teachers to:

• Develop and facilitate the implementation of a school-based literacy intervention program and reading assessment system for a portfolio of schools.
• Travel to school sites (min 3X/week) to coach novice teachers on approved intervention programs
• Refine and systematize a set of core decisions that schools must make to support and monitor reading programs that are aligned with school needs.
• Work with school leaders to coach and train literacy intervention teachers for a portfolio of schools.
• Review student reading data, including SWD and MLL, and assist schools with placing students in appropriate reading support services, and setting instructional goals for reading.
• Build school staff understanding of reading data and assessment systems through network-level professional learning.

Work with other New Visions staff to:

• Understand and monitor the implementation of these systems and structures in collaboration with the Data Analyst for Literacy.
• Analyze performance data using the New Visions Data Portal and data systems to track student progress and the effectiveness of programs and initiatives on reading development.
• Support instruction and instructional coaching across the network 

Education and Experience: 

• Masters-level degree 
• Minimum of 7-10 years of experience in public education, preferably urban schools and secondary level 

 Required Skill Sets and Knowledge Base: 

• Expert knowledge of Wilson Language Interventions or Ortho-Gillingham principles, Just Words and REWARDS is required and other reading interventions such as Stari and READ 180 are preferred
• Leadership in delivering professional development and support to educators
• Experience with teaching reading to secondary school students
• Excellent written, oral, organizational, and interpersonal skills, including strong facilitation skills;
• Demonstrated experience and enthusiasm for working collaboratively
• Understanding of high school graduation requirements and compliance for special populations

Disclaimer:

The statements herein are intended to describe the general nature and level of work being performed by the employee in this position.  These statements are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of a person in this position.

Our offices are currently operating in a hybrid model, with staff expected to work in person several days per week.   Additional details will be shared if selected for an interview.