Position:  Early Literacy Specialist

Location:  Northeast District ( Hertford County Public Schools)

Reports To:  Office of Early Learning Director

Terms of Employment:  12 months, full-time (40 hours per week), benefit-eligible

Application Process: Applicants must fill out an application on this site, and must complete the District Preference survey form

Description of the Work:
The North Carolina Department of Public Instruction is seeking applicants for the Early Literacy Specialist position within the Office of Early Learning. The position will be located in an assigned district space. The responsibilities include:

Aligned Mission and Vision:

♦Coordinate, align, and support the application and professional development (PD) of the Read to Achieve Act
♦Collaborate with NCDPI Office of Early Learning to align Language Essentials for Teachers of Reading and Spelling (LETRS®) and literacy PD and implementation at the district level
♦Develop and support pacing LETRS® implementation at the school level in alignment with district and state expectations

District Human Resources:
♦ Support professional learning community teams in collaboration with district and school leaders to ensure implementation and transfer to instructional practice
♦ Support, collaborate, and coach identified low-performing schools where assigned per the NCDPI Low Performing Coaching Model
♦ Model effective coaching, facilitation, and conferencing techniques

Stakeholder Training/Professional Development:
♦ Successfully complete and master K-5 and Early Childhood LETRS® professional development per the Office of Early Learning Director’s timeline requirement
♦ Successfully obtain LETRS® state facilitator certification within two years of the initial hiring date
♦ Prioritize and provide state, district, and school-level professional development, coaching, and feedback as determined in collaboration with state, district, and school leaders
♦ Modify and conduct professional development to meet the varied needs of participants
♦ Attend monthly virtual professional learning support sessions led by NCDPI OEL.
♦ Attend no more than four face-to-face state-required professional development sessions to learn, review, and align communication of developed resources with district teams to plan strategic district and school-level professional development

Fiscal Resources:
♦ Collaborate with district and school level leaders to identify aligned curriculum, literacy promising practices and prioritize support
♦ Support all aspects of the development and the state-wide implementation of the state’s efforts to support aligned, evidence-informed practices in Preschool through Grade 5

Data and Outcomes:
♦ Guide alignment of district and school-level data analysis and assessment implementation with state requirements
♦ Collaborate with state, district, and school leaders to plan for measuring the impact of reading instruction congruent with the science of reading using school baseline data and data from approved early reading assessment systems
♦ Assist in identifying and planning aligned coaching support for low-performing schools within the assigned district
♦ Additional duties as assigned by the Office of Early Learning Director

Necessary Requirements:
♦ Bachelor’s degree in the education field to which assigned from an appropriately accredited institution and a minimum of five years of specifically related experience in public education with demonstrated leadership experience; OR
♦ Master's degree in the education field to which assigned from an appropriately accredited institution and a minimum of three years of specifically related experience in public education with demonstrated leadership experience;
♦ Must live in or near the assigned district;
♦ Travel is required. Must obtain a valid NC Driver's License

Essential Knowledge/Skills:
♦ Demonstrated knowledge of federal and state laws, and policies related to Read to Achieve and Early Education within the Preschool-Grade 5 continuum
♦ Demonstrated knowledge of evidence-informed literacy professional development and practices aligned to the Science of Reading
♦ Demonstrated knowledge of successfully delivering professional development virtually and in-person
♦ Demonstrated knowledge of formulating, planning, and managing multiple projects

Management Preferences:
♦ Knowledge in data analysis processes relevant to early literacy with a specific focus on the statewide formal diagnostic reading assessment
♦ Experience coaching adults in literacy and accurately communicating content

Contact: Curriculum & Instruction Department for further details