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Education Specialist/Literacy K-12 25-040
Position Number:25-040
College or Other:Other ODU Units
Department:
FT/PT Status:Full Time
  
Summary
The Curriculum & Instruction Specialist for Literacy K-12 responds to requests for training and technical assistance from teachers or personnel in schools or divisions in Superintendent’s Regions 2 & 3. The primary duties of this position include designing high-quality professional learning in literacy instruction that aligns with the Virginia Literacy Act, Standards of Learning, and Virginia’s Essentialized Standards of Learning. The specialist will assist educators with differentiating literacy instruction grounded in the science of reading to address the academic needs of students with disabilities, as well as provide coaching support to help educators and literacy leaders improve instructional practices. This role will assist both general and special education providers to meet the needs of students with disabilities specific to literacy instruction and engage in effective collaboration. The individual is required to travel frequently within Virginia Superintendent’s Regions 2 & 3, to provide technical assistance services in school divisions, as well as attend and support in person local, regional, and statewide training or events. Most travel expenses are either compensated or paid in advance. Candidates must possess the ability to informally and formally assess teachers’ literacy knowledge and skills to customize professional learning that will meet individual needs. Similarly, this position requires the ability to analyze state, regional, and local data to determine potential trends and needs in the locality. 
Job Responsibilities:
Responding to requests for training and technical assistance, including teacher, school, division, and regional level support.
Design and deliver high-quality professional learning at the local, regional, and state levels. PD designs must be interactive and include face-to-face, online delivery, or a hybrid approach that includes both face-to-face and online formats. 
Participate on VDOE assigned workgroups and projects, including the statewide Literacy Network. 
Contribute to the creation and dissemination of T-TAC resources, including E-Newsletters, blog posts, TACtics, asynchronous learning modules, and general website content.
Attend monthly T-TAC ODU staff meetings and collaborate with colleagues as applicable.

Education and/or training:

Master of Science in Education (preferably Reading Specialist Endorsement) or in Special Education, with active teaching licensure.

Level and type of experience:

Five (5) years teaching K-12 students with demonstrated expertise in literacy curriculum and instruction. Experience providing professional learning for teachers to improve literacy instruction, including providing accommodations and differentiation for students with disabilities and varying learning needs.

Specific knowledge, skills, and abilities:

Knowledge of elementary and secondary curriculum and instruction, especially the Virginia Standards of Learning (SOL) with an emphasis on reading. Knowledge and experience with differentiating literacy instruction for students with disabilities. Knowledge of co-teaching models, high leverage practices, specially designed instruction (SDI) and evidence-based practices. Knowledge of various designs for high quality professional learning and/or best practices for adult learning. Skills with collaborative planning and teamwork.

Other:

Instructional or Systems Coaching Experience.

Preferred knowledge, skills, and abilities:

Knowledge of Implementation or Improvement Science; Experience delivering specially designed instruction with positive outcomes for students with disabilities. Coaching experience (Instructional or Systems)

Special licenses, registration, or certification:

Reading Specialist Endorsement

Education or training (cite major area of study):

LETRS, MSLI

Level and type of experience:

Experience with implementing literacy across a tiered system of support, to include knowledge of research or evidence-based interventions, progress monitoring, data informed decision making, and/or data-based individualization (DBI).