JOB DESCRIPTION: Director of Literacy

Reports to: VP of Curriculum and Assessment

ABOUT US:

Bright Star Schools is a free, publicly funded and open enrollment non-profit organization with nine public charters in urban Los

Angeles. Across all of our Bright Star sites, over 90% of our students are eligible for free and reduced lunch.

Our mission is to provide holistic, inclusive support for all students to achieve academic excellence and grow their unique talents so

that they find joy in higher education, career, and life. Bright Star students will become leaders who act with integrity and champion

equity to enrich our communities and the world. The framework to our success is our core operating principles, which are Integridad, Ubuntu, Kohyang (고향), and Growth.

Our educators join a family that is passionate and committed to developing all students to become well-rounded citizens. We offer

small class sizes, comprehensive teacher support, and numerous collaboration opportunities across the organization and within

school sites. We strongly believe in teacher voice, and we work to increase teaching practice and effectiveness through our

data-driven and feedback-derived professional development.

Bright Star Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, gender, sexual

orientation, national or ethnic origin, age, disability, pregnancy, or veteran status.

Summary:

The Director of Literacy is a leadership and instructional coaching role. This individual will coordinate with school administrators and department leaders to make org-wide decisions about English instruction and to provide differentiated support for developing ELA/ Literature/ Reading teachers. The Director of Literacy will develop research based ELA instructional practices to meet the needs of ALL students and assist teachers in developing and implementing best practices as well as aligning these instructional practices necessary for the successful implementation of organization-wide curriculum in order to improve teacher effectiveness and increase student achievement.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following, as well as other duties and responsibilities that may be assigned:

VISION & STRATEGIC PLANNING

• Work with the CIO to develop a shared vision around BSS literacy vision
• Develop a 3-5 year plan to include all components of a literacy program
• Create opportunities for input to inform decision making
• Conduct a needs assessment and/or analyze cluster and district-wide data to inform goal setting, training, and supports

INSTRUCTIONAL RESOURCES AND ASSESSMENT:

• Work with VP of Curriculum and Assessment to lead, support, and monitor the implementation of ELA curriculum, intervention, and enrichment programs.
• Develop district-wide curriculum aligned scope and sequence map and create accompanying, teacher-facing resources.
• Develop teacher-facing and student-facing resources to support the implementation of curriculum, including rubrics, prompts, graphic organizers, etc.
• Collaborate with the VP of Curriculum and Assessment district-wide assessment plan and oversee the selection, creation, and/or modification of org-wide literacy benchmark assessments as needed.
• Use knowledge and personal teaching experience to deepen teachers’ application of the Common Core State Standards (CCSS) and the Danielson Framework for Teaching.
• Collaborate with the Director of Teacher Induction and Development to provide professional development, including NSPD, BOTY PD, organization-wide PD during the year, and the Summer ELA Design Institute.
• Develop BSS Writing Framework to identify essential skills students will master at each grade level.
• Support school leaders in developing and enacting progress monitoring plans and engaging in continuous improvement practices to improve student achievement and teacher instructional practice.
• Coordinate the development and implementation of viable new programs and supporting materials.
• Review qualitative and quantitative literacy assessment data to understand student performance and help various stakeholders (teachers, coaches, school leaders, and district leaders) take action to meet students’ needs and improve their academic performance.
• Walk classrooms and support the school Principal and/or Assistant Principal with identifying key trends and needs for school-wide professional development as it pertains to curriculum implementation and/or pedagogy
• Develop research based ELA instructional practices to meet the needs of ALL students
• Support progress around the Tier 1 integration of Universal Design for Learning strategies
• Keep current with academic and field research in literacy and literacy assessments.

INTERACTIONS WITH TEACHERS:

• Establish and maintain a trusting, confidential, and non-evaluative relationship with ELA/Literature teachers. Conduct regular planning meetings with teachers to design and advance lessons, units, and assessments.
• Facilitate teacher analysis of data provided by diagnostics, common assessments, and formative assessments.
• Regularly observe literacy teachers and give constructive feedback that includes the next steps to accelerate teacher development in classroom management and instructional strategies.
• Model innovative teaching methodologies through techniques such as co-teaching and demonstration lessons.
• Maintain the confidentiality of schools, teachers, and classrooms.
• Mentor and/or coach teachers as needed to support implementation of subject-area content and pedagogy

INTERACTIONS WITH ELA DEPARTMENT LEADERS/SCHOOL SITE LEADERSHIP:

• Support English Department Leader development by collaboratively developing and addressing department goals, challenges, and strategies, and co-planning department meetings as necessary.
• Coach department leaders on providing highly effective feedback both on lesson plans and during post-observation conferences.
• Work with Department Leaders to align English Department goals with org-wide initiatives.
• Facilitate the planning and execution of summer school planning sessions with department leaders.

INTERACTIONS WITH ADMIN, ORG LEADERSHIP and SCHOOL SUPPORT TEAM:

• Collaborate with school administrators and school support leadership team to make org-wide decisions about instructional resources, assessment, and best practices.
• Actively participate in Instructional Leadership Team meetings, Administrative Team meetings, and school-site English Department meetings.
• Attend mentor teacher/instructional coach trainings.

PROFESSIONALISM IN THE WORKPLACE:

• Maintain documentation (including but not limited to):
• Current and accurate coaching calendar reflecting scheduled meetings
• Coaching summaries to record observation of and interactions with teachers
• Coaching data analysis/records to drive decision making for teacher development and student achievement
• Demonstrate the highest standards of honesty, integrity, flexibility, and responsiveness
• Establish a flexible work schedule that may extend beyond traditional school hours
• Handle information in a confidential manner in accordance with established policies and legal requirements (FERPA, HIPAA, etc.)

PHYSICAL REQUIREMENTS

• Ability to travel between nine school sites.
• Normal, routine levels of activity related to bending, carrying, climbing, hearing, lifting, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that can’t always be anticipated.

 
HOURS:

• Full-Time

 
Desired Qualifications & Skills Required:

• At least three years experience working with data related to literacy assessment and instruction.
• Demonstrated experience and proficiency organizing and facilitating professional development sessions and Professional Learning Communities (PLCs).
• At least three years experience coaching and mentoring, including developing trusting and collaborative professional relationships and offering constructive feedback to improve teacher practice.
• At least four years of successful ELA/ Literature classroom teaching experience preferred (average of “Effective” or “Highly Effective” on teacher evaluations).
• Exceptional content knowledge and strong understanding of common core literacy standards, including expertise in designing lessons, units and assessments.
• Heightened ability to reflect on one’s practice.
• Commitment to the professional and personal growth of teachers.
• Strong collaboration skills with teammates
• Critical thinking skills and creativity in building strong systems and structures that support literacy instruction
• Proficiency in maintaining and managing regular communication, documentation and scheduling.
• The ability to seek resources and solutions to effectively solve problems.