Open Positions for Metropolitan Nashville Public Schools
Openings as of 11/18/2019
SPEC - LITERACY TEACHER DEV
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Openings as of 11/18/2019
SPEC - LITERACY TEACHER DEV
SPEC - LITERACY TEACHER DEV
DuPont Tyler Middle
Literacy Teacher Development Specialist
The application process for the LTDS position will require that you MUST include a letter of introduction.
Within your letter of introduction you MUST explain your understanding of the key competencies of an effective Literacy Teacher Development Specialist:
Understanding reading—familiarity with current reading research, TN ELA standards and assessments, and literacy data review
Understanding pedagogy—best practices in effective literacy (reading, writing, speaking, & listening) instruction, collection of instructional strategies to draw upon, managing diverse learners and student engagement strategies
Understanding adult learning theory—how to help other teachers learn, experiment, and apply new knowledge; facilitating meetings, effective questioning strategies; how to work collaboratively with administration and teachers
You will upload this letter with your application to this posting.
At the direction of the principal and Department of Curriculum and Instruction, the Literacy Teacher Development Specialist (LTDS) builds teachers’ capacity in literacy by facilitating job-embedded teacher development. In collaboration with administrators, teachers and central office staff, the LTDS supports the goal of building teacher capacity to meet system-wide and local school initiatives to increase student learning in literacy (e.g., reading, writing, listening, speaking, and using language effectively).
The Principal and Department of Curriculum and Instruction
Curriculum and Instruction
Primary Job Duties/Responsibilities
List, in the order of importance or time spent, the essential duties/tasks performed by the position. This is not an exhaustive list and employees may be assigned additional duties by management as required.
Job Duty/Resp. 1:
Knowledge of best practices in adult learning, teaching methods and teaching skills and the ability to use and model them. Demonstrated ability to analyze student performance data, then, formulate instructional strategies to meet student needs.
Job Duty/Resp. 2:
Engages teachers to develop a culture that fosters professional learning communities recognizing all teachers as learners capable of acquiring a repertoire of literacy skills to meet the needs of every student.
Job Duty/Resp. 3:
Creates professional learning opportunities related to generating evidence of student learning; and, promotes data-driven instruction, instructional planning, differentiated instruction, and acquisition of instructional best practices, peer visits with follow-up reflection, school walkthroughs, collaborative team planning, individual teacher planning, and reflective practices. Demonstrates high expectations and models effective instructional strategies for continuous student improvement. Assists teachers with analysis of formal and informal literacy assessments. Communicates and supports implementation of system-wide initiatives. Supports job embedded professional development, and continually provides monitoring, support, and feedback to ensure successful implementation.
Job Duty/Resp. 4:
Provides Instructional Support for Literacy by: demonstrating superior knowledge of the three ELA shifts and pedagogy as it relates to Balanced Literacy (i.e., Guided Reading, Interactive Read-Alouds, etc.) at the elementary level; and, Disciplinary Literacy (literacy across content areas) at the secondary level; supporting teachers with creating a rich literacy environment conducive to effective instruction; modeling literacy/learning strategies in classrooms; evaluating literacy needs within various subject areas and collaborate with teachers and administrators to interpret, use assessment data to improve instruction, and problem solve; using assessment data to assist administrators and teachers with placement of students in appropriate instructional or intervention programs; leading administrators and teachers in the selection and use of a range of assessment tools as a means to make sound decisions about student literacy needs as related to the curriculum and to instruction; conducting regular meetings and collaborates with teachers to examine student work and monitor progress in order to support teacher reflection and action; assisting classroom teachers with analysis of formal and informal literacy assessment data on their students to determine student response to instruction; working with the school’s Leadership Team, Leading for Literacy Team, and other constituent groups to determine the school’s strengths and needs for improvement in the area of literacy in order to improve students’ reading, writing, and communication skills and content area; and communicating the school’s literacy program for all staff, parents, and members of the community.
Job Duty/Resp. 5:
Continues professional growth and strengthens professional teaching knowledge, skills, and strategies; participates in district-level professional development meetings and assists in the coordination of district level professional development offerings; attends and participates in all required meetings; maintains a collection of professional materials related to effective literacy instruction and reflect current research.
Job Duty/Resp. 6:
1. In collaboration with the principal, develops a Literacy Professional Development Plan for the school that’s aligned to the school’s School Improvement Plan.
2. Maintains and promptly submits accurate, complete, and correct records and reports as required by district policy, administrative directives, etc.
3. Facilitates or serves as a member on school literacy groups and committees.
4. Works to promote productive relationships with and among school staff.
5. Attends and participates in all required meetings.
Education and Experience Requirements
Bachelor's degree in education
Minimum of five (5) years successful teaching experience; at least three within MNPS is desired. Candidate must meet highly effective rating (4 or 5) on the most recent evaluation. Experience in presenting and modeling exemplary teaching practices to adult learners in a variety of settings such as workshops, seminars and college courses. Evidence of instructional leadership (e.g., team leader, resource teacher, interdisciplinary resource teacher, department chair, system-wide committees, etc.). Preferred: Experience as a literacy or reading coach, reading specialist, and/or reading teacher.
1. Strong background in literacy instruction
2. Successful experience in facilitating adult learning
Master’s degree from an accredited institution in reading or with reading coursework
Successful K-12 classroom teaching experience in the area of reading
Successful experience as a mentor
Admission to the Metro Nashville Public Schools K-12 Literacy Teacher Development Specialist Pool
Demonstrates appropriate use of tools, especially instructional technology, to enhance and extend instruction; Maintains proficiency in instructional technologies.
Submission of a videotape showing the candidate conferencing with a teacher/ colleague, leading a small or large group professional development session, or teaching a guided reading lesson or interactive read aloud at the elementary level or facilitating a small or whole group literacy lesson (in any content area) at the middle school or high school level.
Submission of three letters of reference from current principal, colleague, and teacher the candidate supported that speak to the candidate’s literacy skills, knowledge and expertise as well as human relations and interpersonal skills.
Mandatory attendance required at summer MNPS training.
Admission to the Metro Nashville Public Schools K-12 Literacy Teacher Development Specialist pool.
Licenses, Certifications or Registrations Required:
Licenses, Certifications, and Registrations refers to professional, state, or federal licenses, certifications, or registrations required to enter the position.
Applicant must hold a valid TN teaching license with the appropriate endorsement.
General Skills, Responsibilities, Requirements, and Impacts
The requirements listed below are representative of the knowledge, skill, and/or ability required.
Strong literacy background;
Strong interpersonal and leadership skills
Relates and interacts positively with teachers, other staff, students, administrators, central office personnel, parents, and the general public;
Communicates effectively in written and oral form; possesses excellent public speaking abilities;
Demonstrated proficiency in a teacher leadership role (i.e., departmental/grade level chairperson, school leadership team member, etc.); Evidence of effective leadership skills;
Demonstrated competency in adult learning theory and developing and leading professional learning opportunities for instructional staff and parents.
Timeline and Hiring Process for this position:
Applications with written assignment accepted online through February 20, 2017
Notification of applicants of advancement to Phase II-Submission of Video and requirements, February 27, 2017
Notification of in-person interviews, April 10, 2017
Interviews to be held, April 12, 2017
Metropolitan Nashville Public Schools is an Equal Opportunity Employer. ADA requires MNPS to provide adequate accommodations to qualified persons with disabilities. Prospective and current employees are encouraged to discuss ADA accommodations with management.
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Postings current as of 11/18/2019 9:21:11 PM CST.
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