Below is specific information for you to consider about this position.

Job Title: Teacher, TOSA - K-5 Literacy Specialist (1.0 FTE) - Literacy Instruction  and Requisition ID number: 102419

Close Date:  No established closing date;  open until filled

Organizational Unit:  Literacy Instruction (10001450) 

Site:  Davis Center (0001) 

FTE:  1.0 FTE 39 Weeks/Year; this is based on full-time equivalency with 1.0 being full time

Union:  Teachers(04) 

Functional Area:  Teaching 

Resume and Cover Letter are mandatory to apply for any position.

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SUMMARY OF POSITION

MPS is looking for passionate educators eager to create the conditions for aggressive reading growth for K-5 students currently reading below grade level. The primary focus of the Literacy Specialist TOSA  role is to support K-5 Literacy programming and instruction.  The ideal candidate would have strong communication and organizational skills, and a wealth of knowledge of the science of reading and current intervention best practices.  They should have a track record of success in the classroom, the ability to solve complex problems, a high sense of self-awareness, and cultural humility. The TOSA has a clear understanding of the MTSS process, with demonstrable experience using student achievement data to drive instructional decisions.  Candidates should have experience coaching their peers to embed best practices into their classroom.  The primary responsibility of the Literacy Specialist TOSA will be to coach teachers to make data-driven instructional decisions and provide tiered literacy instruction for all K-5 students.  

• Facilitate teams of teachers to use the MTSS Data Dives & Diagnostics Core Component to develop instructional plans responsive to student needs.  

• Support implementation of the new district-approved foundational skills curriculum. 

• Support teachers in the implementation of differentiated instructional strategies in literacy for grades K-5.

• Support teachers in the development of cognitively demanding tasks to engage students individually and collectively in grades K-5  literacy. 

• Train, coach, and support teachers in implementing strategies that foster increased levels of thinking.

• Coach teachers to create,  administer, and respond with appropriate assessments that measure growth reading for all K-5 students and respond to meet student needs.  

• Actively identify and support high-level strategies that are culturally responsive and anti-racist to close opportunity gaps for marginalized communities within our schools. 

ESSENTIAL FUNCTIONS

The TOSA supports teacher efficacy in differentiated daily instruction to equitably increase academic growth and achievement for all learners in grades K-5. The TOSA will spend their FTE time working collaboratively with K-5 classroom teachers every week by:

• Providing individualized site-based PD on curriculum implementation, science of reading, structured literacy approaches, and data-driven decision-making 

• Coaching teachers on new concepts and refining best practices

• Analyzing student achievement and progress monitoring data and then co-planning with educators to respond in a timely and effective manner to that data.

• Model best practices

• Working collaboratively with district staff to support district-wide literacy improvement

The TOSA will also support the teachers through the Levels of Service Model in MTSS, providing K-5 classroom teachers with strategies around:

• Scaffolding

• Accommodations

• Tiered activities

• Formative assessments to ensure diverse groups of learners and all ability ranges of students are addressed in the classroom.  

• Ensure administration by teachers of required K-5 screeners and diagnostics.

KNOWLEDGE/SKILLS/ABILITIES

• Deep understanding of K-5 instructional practices and early literacy.

• Knowledge of assessment strategies, resources, and appropriately differentiated materials, curriculum, and instruction.

• Experience in and knowledge of equity principles and cultural competencies of academic standards and the district's mission, goals, programs, and curriculum to support K-5 teachers and sites (ie: Best practices PD by Indian Education or PD with OBSA).

• Knowledge of effective instruction.

• Ability  to support teacher’s ability to further analyze, communicate, model, and assess elements of the teaching process.

• Knowledge of MN ELA Standards in grades K-5.

• Knowledge of unique student populations such as EL, SPED, and Advanced Learners, in order to ensure all sub-groups show adequate academic growth.

• Ability to collaborate with all adults in the building regarding instructional strategies for students.

• Ability to establish and maintain trustful, confidential and supportive relationships with teachers to help develop them as professionals.

• Ability to foster collegiality and community among teachers through professional development.

• Ability to encourage multiple perspectives and resolve conflicts in a professional manner. 

• Knowledge of adult learning needs and processes and how to use coaching cycles to maximize growth.

• Excellent interpersonal skills; excellent oral and written communication skills.

QUALIFICATIONS

• Valid Minnesota Teaching License

• Has taken early literacy professional development, such as, FAST earlyReading certification, PRESS training, dyslexia training, and LETRS training.

• A minimum of 5 years of classroom experience, preferably, but not required, in grades K-5. 

• Facilitated PD to adult learners.

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Final candidates may be invited to interview with a committee.  Final appointment to this position will be contingent upon passing a criminal background check.
 
COMMITMENT TO DIVERSITY:
 
Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready.  Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | [No Established Closing Date]  | Literacy Instruction (10001450)  | Davis Center (0001)  | Teaching