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SST16 Regional Early Literacy Specialist

SST16 Regional Early Literacy Specialist

 

The Athens-Meigs Educational Service Center and State Support Team, Region 16 are seeking qualified applicants for a Regional Early Literacy Specialist.

 

POSTING DATE:    November 13, 2023

CLOSING DATE:    February 29, 2024

START DATE:         As determined

SALARY:                 $49,775.12 - $89,049.74 with Board approved benefits (12 month position)

REPORTS TO:       SST16 Director

 

APPLICATION PROCESS:  Applicants should complete the online job application here and provide a cover letter, resume outlining qualifications, and three professional references.  Click the link provided or copy and paste the following into your browser:  https://forms.gle/JLc6zWRJYnj88ybo9

 

For information contact Julie Bays, Interim SST16 Director by calling 740.797.0150 or by email julie.bays@sst16.org

 

JOB DESCRIPTION:

 

Program Description: The Ohio Department of Education manages and coordinates 16 regional State Support Teams throughout Ohio. The State Support Teams are an important component of the state’s technical assistance plan. State Support Team members are local and regional Ohio educators with a history in school improvement, preschool and special education. SSTs provide a combination of facilitation, technical assistance, coaching and direct support to districts and schools, as well as to partner ESCs and others in their region, in the delivery of services outlined in the Ohio Department of Education’s Performance Agreement.

The SST network, working in collaboration with the Department, educational service centers (ESCs) and other partners, is designed to build the capacity of all districts to provide every child and youth with equitable opportunities to learn. Its operational goal is to improve the learning of children and youth through the use of inclusive instructional practices that support students’ development of foundational knowledge and skills, competence with well-rounded academic content, reasoning skills, and social-emotional skills – critical domains represented in Ohio’s new strategic education plan. 

 

Purpose Statement/Position Description:

  • The State Support Team Consultants provides supports for each of the following as well as implementation of the deliverables set forth in the Grant Agreement:

    • School improvement services outlined in Ohio’s Strategic Plan for Education

    • Ohio’s Consolidated ESSA Plan

    • Ohio’s Plan to Raise Literacy Achievement

    • Ohio’s State Systemic Improvement Plan

    • Ohio’s Plan to Improve Educational Experiences and Outcomes for Students with Disabilities

 

Qualifications:

  • Master’s Degree in Reading or Literacy Education, or a related area (e.g. speech and hearing) with either reading or literacy endorsements on state license, or Speech-Language Pathologist license

  • 3 - 5 years of effective classroom teaching that includes reading/literacy instruction within preschool-grade 5, or school-based experience as a Speech-Language Pathologist within preschool-grade 5

  • Valid Ohio driver’s license

  • Must pass BCI and FBI background checks

  • Experience as a provider of professional development and technical assistance specific to language and literacy development

  • Evidence of previous development of professional development materials specific to language and literacy development

 

Required Knowledge, Skills, and Abilities:

  • Expertise in how to improve student learning through the implementation of high-quality evidenced-based reading/literacy strategies

  • Exceptional organizational and communication skills

  • Coaching and consulting skills

  • Culturally responsive practices

  • Knowledge of how to analyze and use student data and adult implementation data

  • Experience in working with and supporting administrators

  • Ability to be flexible in work related duties

  • Knowledge of the Ohio Improvement Process

  • Expertise and/or significant leadership experience in at least two of the following areas:

    • Individuals with Disabilities Education Act (IDEA) and the Every Student Succeeds Act (ESSA) knowledge

    • Data-analysis, including data-based decision making and a thorough understanding of Ohio’s accountability system

    • Evidence-based processes and instructional practices, including the development and implementation of academic and behavior supports

    • Early language and literacy development

    • Universal design for learning and differentiated instruction

    • Focused planning, including use of strategic problem solving

    • Coaching and consultation skills

    • Improvement implementation and monitoring

    • Culturally responsive and equitable systems and practices

    • High-quality professional learning and technical assistance delivery

    • School administration

    • Early childhood education, preschool special education, early education preschool to grade 3, or other early childhood settings such as Head Start or community-based childcare

    • Collaboration and integration of work across all areas of focused support provided to school personnel and families in support of improved learning and outcomes

    • Specially designed instruction and provision of free appropriate public education in the least restrictive environment (special education)

    • Parent, family, and community engagement

 

Essential Functions:

  • Regional Early Literacy Specialist will:

    • Implement activities outlined in the State Systemic Improvement Plan and the State Personnel Development Grant

    • Support literacy improvement efforts within each region including the Third Grade Reading Guarantee legislative requirements, such as the Reading Achievement Plan provision and Reading Improvement and Monitoring Plan

    • Increase focus on language and literacy, including early literacy

    • Provide technical assistance and coaching to selected districts and building leaders to improve instructional leadership and facilitation of instructional leadership focused on evidence-based language and literacy development and increasing literacy outcomes for all students across the 3 – 21 student population

    • Facilitate the Reading Tiered Fidelity Inventory and provide guidance on development of building reading plans and support for Reading Improvement and Monitoring Plans within a strong MTSS

    • Facilitate the Reading Tiered Fidelity Inventory and supporting school through a Coaching Service Delivery Plan

    • Provide support to district and building leadership in the implementation of the Third Grade Reading Guarantee legislative requirements

    • Support Comprehensive Literacy State Development Model Sites

    • Develop and facilitate partnerships with organizations and agencies that provide support to parents and families to support language and literacy learning outside of school

    • Utilize the Ready Schools Guide for Literacy as part of the tiered system of supports and services

    • Provide evidence of School Partnerships for Literacy team meetings, results of School Family Engagement for Language and Literacy Inventory, School Family Engagement Action plans, and record of SST coaching support provided aligned to Ohio’s Plan to Raise Literacy Achievement

  • Support districts and schools to meet state and federal requirements

  • Facilitate and support a comprehensive needs assessment to determine root cause

  • Support research efforts through the use of Ohio’s evidence-based clearinghouse or other clearing houses

  • Facilitate the districts development of one focused plan that is coherent and provide implementation support and monitoring of implementation through the system structure of the Ohio Improvement Process

  • Collect (and provide upon request) indicators of professional learning opportunities and coaching conducted, including pre- and post-participant assessments; attendance, participant surveys, including the PBIS post-training survey, and service hours for comprehensive and targeted districts

  • Provide professional learning opportunities and coaching which improves the implementation of intensive intervention/support and design for individual students

  • Provide support for the implementation of a robust multi-tiered system of support (MTSS), providing LEA staff with professional learning opportunities and coaching focused on areas of greatest need and with emphasis on student achievement including least restrictive environment

  • Provide professional learning opportunities and technical assistance to the IEP team to ensure students receive the necessary support and services pursuant to the requirements of the IDEA and that decisions for students are made on an individual basis

  • Provide high-quality professional development services (e.g., coaching, resources, etc.) and other types of support for each district identified as being in the comprehensive/intensive or targeted support tiers – coaching and technical assistance to build the capacity of the district to improve instructional practices using the following process

    • Facilitate district leadership, building leadership and in some cases, teacher-based teams based on how effectively the district is using the Ohio Improvement Process (OIP) and a continuous improvement framework

  • Assess the functional effectiveness of the OIP as a continuous improvement framework

  • Identify the priority needs of each district in the comprehensive/intensive or targeted tier

  • Partner with ODE staff, OEC section teams, Literacy team, PBIS team, ESCs, and other organizations to disseminate information and resources to all districts and other relevant organizations across the region

  • Evaluate annually the ways in which SST positively impacted district capacity to improve instructional practice, equitable access to high-quality instruction for all students,  and educator and student learning across the district

  • Provide information to improve  personnel’s knowledge of federal and state laws, rules and regulations, standards and guidance including new initiatives to support the whole child

  • Develop and document the provided supports through a service agreement

  • Provide additional professional development activities and technical support to the IEP teams supported by the Urban Support Team to ensure students receive the necessary support and services pursuant to the requirements of the IDEA and that decisions are made on an individualized basis

  • Encourage family engagement, which is defined as families, education programs, and community partners working together to help children and youth learn, grow, and prepare for their future

  • Stay up-to-date on the trends and information about students with disabilities provided by the Office for Exceptional Children

  • Attend required meetings, workgroups, and trainings as determined by the ODE program offices as necessary to fulfill the deliverables in the Grant Agreement

 

Other Duties and Responsibilities:

  • Participate actively in meetings and training for their entire duration, and consistently display professional behavior during such events

  • Maintain confidentiality and comply with all Family Educational Rights and Privacy Act (FERPA) requirements

  • Promote a culture of data use to enhance professional practice among educators, ultimately resulting in improved learning for ALL students

  • Provide technical assistance to school administrators and teachers in the appropriate use of data

  • Assure that individuals working to promote data use have the tools and knowledge to carry out this work effectively

 

Equipment Operated:

  • Copier

  • Printer

  • Computer

  • Telephone System

  • Shredding Machine

  • Presentation Projector

  • Google and Microsoft Office Suites

  • Audio Visual Equipment

 

Additional Working Conditions

  • Occasional operation of a vehicle under inclement weather conditions (i.e., being prepared to come to work on all scheduled workdays, except calamity days)

  • Frequent and regular requirement to sit, stand, walk, talk, hear, see, read, speak, reach, stretch with hands and arms, crouch, climb, kneel, and stoop

  • Occasional requirement to carry, lift, push, and pull items up to a maximum of 50 pounds

 

*The employee shall remain free of any alcohol or nonprescribed controlled substance abuse 

in the workplace throughout his/her employment in the Center.

**This job description is subject to change and in no manner states or implies that these are the only duties and responsibilities to be performed by the incumbent. The incumbent will be required to follow the instructions and perform the duties required by the incumbent’s supervisor, appointing authority.

  • Certified