Ref. 2060

Note: 11 month Teacher on Special Assignment - this position's compensation is based on the 10-month teacher schedule, but carries an additional stipend. 

BASIC FUNCTION: The primary goals of the Early Common Core Teacher Leader Position are to accelerate language and literacy outcomes of the site’s Tk-1st grade struggling readers, Long-term ELLs  (LTELs), students At-Risk of becoming LTEL (AR), or Newcomer focal students and to build teachers’ capacity to ensure that diverse learners meet the demands of the Common Core. This  Rainin Foundation-funded, site-based E-CCTL Specialist will work in collaboration with site administrators  and central Teaching & Learning/ELLMA and Early Childhood to improve student outcomes at the site and  to inform the broader work in Oakland.  

REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below.  This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with  this classification, but is intended to reflect the principal job elements accurately.) 

ESSENTIAL FUNCTIONS: 

• Support site’s implementation of Common Core State Standards through a Balanced Approach to Literacy (Readers  and Writers Workshop Model) and a focus on the Common Core Instructional Shifts (Academic Discussion, Close  Reading of Complex Texts, Evidence-Based Writing), and the Four Ts (Text, Task, Talk, Time). 
• Support teacher understanding and implementation of Integrated ELD practices (across the content areas) with a  focus on the 3 High Impact Practices (fostering interaction in academic discussion, fortifying output, and using  complex text to develop complex language). 
• Provide reading and language acceleration via small group, Guided Reading to struggling readers and/or Language  Learners. 
• Facilitate ongoing, inquiry-based site professional learning and lesson study. 
• Participate as a member of school site Instructional Leadership Team to inform the school's instructional and  professional learning focus. 
• Attend weekly central professional learning to deepen content and pedagogical knowledge and participate in  ongoing data analysis, inquiry, and collaboration around intervention, coaching, and facilitation with cross-site  CCTL colleagues and Teaching & Learning support staff. 
• Model, co-plan, and coach teachers at the site on Common Core aligned language and literacy instruction. Provide acceleration to focal students using the recommended resources and structure best aligned to their needs: 

• Struggling tk-1st grade emerging readers – LLI, SIPPS or SEEDS interventions, no more than five students per group
• Long Term English Learners - Academic Language and Literacy (English 3D, iLit)
• Newcomer Students - Emerging Language and Literacy acceleration (Rigor, Imagine Learning)
• As a lead learner, regularly incorporate research-based best practices for focal students and support other teachers  at the site to implement these practices.  
• Maintain screening, diagnostic, and progress-monitoring data (i.e. SRI, CELDT, Fountas & Pinnell) of all focal  students. 
• Utilize a coaching and feedback cycle grounded in data (includes student work, and video/recording of classroom  instruction and coaching conversations) to support teacher growth and development. 
• Meet regularly with central specialist, principal, and Leadership Team to develop and review site E-CCTL Theory of  Action. 
• Visit classrooms with principal, every 6 weeks, include central specialist. 
• Facilitate professional learning focused on best language and literacy practices to support Common Core  implementation, such as: 
• Facilitate ongoing, inquiry-based site professional learning and lesson study. 
• Support site’s implementation of district reading instruction Balanced Approach to Literacy (Readers and  Writers Workshop Model) and the Four Ts (Text, Task, Talk, Time). 
• Support site’s implementation of Integrated ELD practices (across the content areas) with a focus on the 3  High Impact Practices (fostering interaction in academic discussion, fortifying output, and using complex  text to develop complex language). 

QUALIFICATIONS: 

The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work  experience, ability to perform the essential functions, reference checks, effective interpersonal and communication  skills demonstrated by interview performance and/or writing samples, and achievement on performance-based  assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities.  Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to  perform the essential functions of the position. 

KNOWLEDGE OF: 

• Implementing the Common Core State Standards and key shifts 
• Backwards unit and lesson design experience 
• Effective pedagogy, curricular programs, assessments, and supplementary materials for historically underserved  populations, English and Standard English Learners. For instance: workshop model/balanced literacy for  adolescents 
• Effective methods and frameworks for professional development facilitation, adult learning, and coaching 
• Interventions and curriculum, including Leveled Literacy Intervention, SIPPS and community based programs such  as Reading Partners 
• Observation-based coaching cycles 
• Principles and practices of organization, management (supervision and evaluation), and leadership 
• California Department of Education and Other Frameworks governing work scope such as: Common Core  Standards, ELA/ELD Framework, ELD Standards, Content Standards, Curriculum, Response to Intervention/Multi Tiered Systems of Support, Full Service Community Schools, and Universal Design for Learning 
• Technology, particularly Google Applications and Microsoft Office, and ability to adapt to new digital platforms  (such as Teaching Channel) 
• Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students and staff Correct English usage, grammar, spelling, and punctuation
• Presentation, communication, and public speaking techniques 

ABILITY TO: 

• Plan, organize, and complete multiple projects simultaneously, meet established timelines and deadlines, and  regularly evaluate outcomes 
• Maintain a learner stance within Literacy department work as well as in engagements across departments and  stakeholder groups. For instance: the foundational literacy expertise in K-5 
• Implement the Common Core State Standards and key shifts 
• Analyze challenges, make decisions or recommendations, and be responsible for those decisions Respond to requests for support and guidance (primarily email) in a timely manner 
• Prepare and deliver clear and concise presentations to a variety of audiences (T&L colleagues, cross-department  personnel, teachers, administrators, etc.), particularly around instructional materials, guidance, and strategies 
• Determine staff development needs and develop strategic plans to learning opportunities to meet those needs 
• Use a range of coaching strategies to support diverse teachers and administrators, particularly in the context of  observation and data-based coaching cycles 
• Collaborate with multiple stakeholders: across content areas, and with administrators, district support and  administrators, and other partners 
• Interpret, communicate, implement, and maintain current knowledge of applicable federal, state, and District laws,  codes, regulations, policies, and collective bargaining contract governing secondary education, related programs,  and work scope to stakeholders 
• Establish and maintain effective working relationships with others of diverse backgrounds, experience, and  personalities, and work with diverse school sites and conditions in a manner that achieves District goals 
• Analyze, interpret and communicate data to support adults to transform practice 
• Communicate effectively in English orally and in writing, and model communication skills using tact, patience, and  courtesy to understand and respond to the needs and expectations of team members and others 
• Operate personal computer, related software, and other office equipment, and flexibly learn new applications and  systems as needed 
• Meet District standards of professional conduct as outlined in Board Policy 
• Adapt to new digital platforms (such as Teaching Channel) 

PREREQUISITES 

• Bachelor’s degree from an accredited college or university 
• Master’s degree preferred 
• Valid California (or Out-of-State) Teaching Credential with English Learner authorization 
• Five (5) years of successful classroom teaching experience and strong language, literacy, pedagogical, and content  knowledge 
• Two (2) recommendations from instructional supervisors (for example, principal) 
• One (1) recommendation from a teacher coached by the applicant, or for whom applicant has provided  professional learning. If not available, then a recommendation from a colleague the applicant has supported  through peer observations/collaboration. 
• Experience with language/literacy intervention for struggling readers and/or English Language Learners Coaching experience, specifically in observation-based coaching cycles 
• Experience facilitating professional development and application of adult learning theory, or success in a site leadership role 
• Experience with Readers and Writers Workshop Model and Balanced Approach to Literacy 
• Valid California Driver’s License, if applicable 

PRE-EMPLOYMENT PROCESS: 

Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance

WORKING CONDITIONS 

ENVIRONMENT: 

Office and diverse school site environments; driving a vehicle to conduct work; fast-paced work; constant  interruptions 

PHYSICAL REQUIREMENTS: 

Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling  objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above  the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write  and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make  presentations. 

NON-DISCRIMINATION POLICY: 

The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis  of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or  mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.