NC DPI Early Literacy Specialist

Pitt County Schools; Greenville (NC); On-site; USD 68,000 - 74,000; Full time

Job summary

Pitt County Schools seeks an NC DPI Early Literacy Specialist to coordinate literacy PD for Read to Achieve, align LETRS with district goals, and support school-level LETRS implementation. This full-time, 12-month role reports to the Office of Early Learning Director and serves Currituck, Dare, and Roanoke Rapids districts.

The position requires a strong background in education leadership, ability to coach adults, and experience delivering professional development both virtually and in-person.

Qualifications

• Bachelor's degree in education with 5+ years of public education leadership.
• Master's degree in education with 3+ years of public education leadership.
• Must reside in or near the assigned district and hold a valid NC driver's license.

Responsibilities

• Coordinate, align, and support the application and PD of the Read to Achieve Act.
• Collaborate with NCDPI Office of Early Learning to align LETRS and literacy PD at district level.
• Develop and support LETRS implementation at school level in line with expectations.
• Support PLCs and school leaders to ensure transfer to instructional practice.
• Coach identified low performing schools per the NCDPI Low Performing Coaching Model.
• Model effective coaching, facilitation, and conferencing techniques.
• Complete LETRS PD and obtain LETRS state facilitator certification within two years.
• Provide PD, coaching, and resources per district and school needs.

Skills

Leadership experience

Coaching adults

Literacy PD delivery

Project management

Knowledge of Read to Achieve

Education

Bachelor's degree in education

Master's degree in education

Job description

Position: NC DPI Early Literacy Specialist

Locations: Currituck County, Dare County, Roanoke Rapids Graded School District

Reports To: Office of Early Learning Director

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

Salary: $68,000-$74,000 / annually

Description Of The Work

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 Office of Early Learning Director's timeline requirement
• Successfully obtain LETRS® state facilitator certification within two years of 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