Science of Reading & Interventions Coordinator

Position Overview:

Through a commitment to evidence based literacy practices known as the science of reading, “a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing”, the Coordinator of Science of Reading & Intervention, will work alongside teachers to deepen their knowledge of Science of Reading research and use it in conjunction with scholar’s data in order to to support each and every scholars’ journey of becoming independent, strong readers who are college and career ready.

The Science of Reading & Intervention Coordinator will be the driving force behind the implementation of evidence-based literacy practices rooted in the phonics, phonemic awareness and foundational skills with a focus on middle school education. The coordinator will directly implement Tier 2 literacy push in support for students below grade level. Alongside Charter Middle School ELA teachers, the Coordinator will guide them and ignite change through daily field support. Through professional learning opportunities, lesson demonstration, grade-level lesson planning, ELA teachers will be equipped with the tools to support all levels of readers at Charter Middle School. As a team of Reading Scientists, the Coordinator and ELA Teachers will support in elevating scholar reading proficiency, and accelerating scholar outcomes. This is a grant funded position that is anticipated to last until June 30, 2027, but evaluation of funding to determine continuation of the role will happen on a year-to-year basis.

Duties:

• Create a vision and establish a strategy for redefining literacy instruction in our middle schools, a vision that resonates with PLN's unwavering mission and aspirations; in collaboration with the Director of School Transformation; manage and develop a team of ELA teachers, fueling their growth, and equipping them to drive impact at Charter Middle School.
• Ensuring they provide effective and impactful support to educators in implementing evidence-based reading strategies.
• Collaborate with Home Office team members and school sites by weaving evidence-based literacy practices into our educational strategy.
• Evidence-Based Instruction and Data-Driven Decision Making utilizing the latest research in the science of reading and related areas, translating findings into actionable strategies.
• Ensure alignment of curriculum with best practices in phonological awareness, phonics, fluency, vocabulary, and text comprehension.
• Establish robust systems for monitoring student progress in literacy, and analyzing data to inform instructional adjustments and interventions.
• Collaborate with the Director, Data & Operations to generate reports that demonstrate the impact of science of reading initiatives on student outcomes.
• Collaborate with LACOE’s Center for District Capacity Building | Accountability, Support, and Monitoring Division in the implementation of Improvement Science as a Differentiated Assistance and ATSI designated school site.
• Use data insights to guide strategic planning and refine instructional approaches.
• Management strategies among the Home Office and work of our schools to drive tangible results aligned with our Network Priorities and functional team goals.
• Lead professional development and coaching, and support to build the capacity of teachers' ability to infuse the science of reading-based literacy practices into their day-to-day practice.
• Establish a culture where every educator and staff member embraces continuous learning and a willingness to practice skills specific to reading science strategies.
• Run and monitor ELA iReady data reports: usage and student progress.
• Build a comprehensive program to support multilingual learners to cultivate their differentiated linguistic skills build and expand a partnership with YWS, Instructional Aides and other educational partners to provide differentiated and targeted supports for Newcomers, ELL’s and LTEL’s.
• Manages, develops and supports Instructional Assistants in order to ensure highly effective small group support throughout the day.
• Collaborate with SPED Team in order to expand co-teaching initiatives and implementing a professional learning plan, the implementation of Science of Reading, and the development and/or expansion of interventions to support all learners.
• Manages Instructional Assistants in order to maximize the instructional day for impact.
• Develop, implement and monitor an intervention program alongside Instructional Assistants.
• Collaborate with the Special Education team to ensure that the ELPAC and Alternate ELPAC are discussed during the special education referral meetings and IEP meetings.
• Utilizes ELPAC scores along with the ELD Standards in order to properly plan and implement effective instructional interventions and supports for scholars.
• Other duties as assigned by the Director, School Transformation.

Qualifications and Experience Requirements:

• Knowledge, Skills, and Abilities expertise in the science of reading, encompassing phonological awareness, phonics, fluency, vocabulary, and comprehension strategies, with a focus on reading science-related texts.
• Strategic thinker translating research into actionable plans for enhanced literacy and achievement. Proven leadership and team management skills, fostering high-performing teams focused on improving reading comprehension from a science of reading approach.
• Outstanding communication skills for conveying complex concepts to diverse audiences.
• Collaborative approach, building strong partnerships with stakeholders at all levels.
•  Innovative problem solver committed to educational excellence and equity in reading.
•  Leadership overseeing support services for reading science, with a track record of achievement in literacy improvement.
• Skilled in data analysis for monitoring and driving academic growth in reading.

Education and Certification Requirements

• A Master’s degree in education administration, curriculum or related field.
• A valid California Teaching credential. A valid California Administrative Services Credential highly preferred.
• At least five years of successful experience in a non-classroom leadership position such as coordinator, instructional coach, etc.
• Track record of success working with K-2nd grade student populations, particularly those classified as English Learners, Students with Disabilities, High-Poverty or other potential risk factors.
• Demonstrated ability to work collaboratively with other educational leaders.
• Demonstrated ability to analyze data and lead teams through a meaning-making process that leads to improvement.
• Demonstrated ability to conduct evidence-based review of curriculum and assessment options.
• Ability to effectively handle challenging situations with students, parents, and faculty.
• Bilingual English/Spanish (Strongly Preferred).
• A strong sense of personal accountability for student achievement.
• Holds current, or will attain CPR/First Aid Certification.

Physical Requirements

To perform this job the individual must be able to carry out all essential functions satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions of the job.

• Approximately 50% of time is spent sitting, while frequently required to walk, stand and bend.
• Must be able to talk and hear well.
• Good vision is imperative.
• Occasionally required to stoop, kneel, crouch or crawl.
•  Employees will be required to lift and/or move unassisted up to 25 pounds.

Expectations for All Para Los Niños Staff

Candidates for employment at Para Los Niños, regardless of position, will consistently demonstrate the following:

• Unwavering belief in and commitment to fulfill the mission of Para Los Niños.
• Deep commitment to the success of all PLN students and families.
• Commitment to excellence and high standards -- for self, students, and colleagues.
• Continuous learning by engaging in reflection, self-assessment, and individual professional development.
• Use of data to inform decisions and drive continuous improvement.
• Ability to thrive as a member of a collaborative team.
• Self-motivation and initiative with solutions-oriented disposition.
• Belief in and ability to develop respectful relationships with parents and children marked by sensitivity to the students’ cultural and socioeconomic characteristics.
• Excellent oral and written communication skills.
• Comfort with basic Microsoft Office applications and a curiosity and propensity to push own adoption of new technology and approaches.
• Regular, punctual attendance and professional appearance.

Para Los Niños is an Equal Employment Opportunity Employer

It is the established policy of Para Los Niños (PLN) to provide equal employment and advancement opportunities to all qualified applicants and employees without discrimination with regard to race, religious belief (including dress or grooming practices), color, sex, sex stereotype, pregnancy, childbirth or related medical conditions (including breastfeeding), age, national origin (including possessing a driver’s license issued under Vehicle Code § 12801.9), ancestry, sexual orientation, gender identification and expression, transgender status, physical or mental disability, medical condition, genetic characteristics, genetic information, family care, marital status, enrollment in any public assistance program, status as military, a veteran or qualified disabled veteran, status as an unpaid intern or volunteer, or any other classification protected by law. PLN also prohibits discrimination based on the perception that anyone has any of those characteristics, or is associated with a person who has or is perceived as having any of those characteristics.