REPORTS TO: Director – Teaching and Learning
GROUP/FLSA STATUS: Exempt (Professional), Regular, Full-time, Eight hours per day during regular business hours (M-F); 260 Days
Revised: 04/15/2024
SUMMARY: (Brief description summarizing the overall purpose and objectives of the position.)
Regional Literacy Leads are hired jointly by the Minnesota Department of Education (MDE) and Minnesota Service Cooperatives (MSC). Regional Literacy Leads will be employed by a Minnesota Service Cooperative and be funded through state READ Act dollars; work will be directed by MDE State Literacy Director and supervised by the regional coop. They will be responsible for The READ Act and the MDE BOLD State Literacy Plan implementation at the regional level.
To ensure consistent and sustained evidence-based literacy instruction for all students, MDE’s vision is to leverage multiple statewide providers. MDE aims to create a unified statewide ecosystem of support and collaboration across MDE, MSC, and CAREI to build the capacity within districts to manage and sustain local evidence-based literacy instruction with fidelity, resulting in improved literacy outcomes for every student across Minnesota.
Core responsibilities include:
- Collaboration with MDE, CAREI, and the Regional Literacy Network team.
- State-approved training facilitation and documentation.
- Local Literacy Plan technical assistance.
- Support Universal and Dyslexia screening administration and data interpretation.
- Site-based Literacy Coaching support.
ESSENTIAL FUNCTIONS: (Typical tasks but not all inclusive – major duties of the position.)
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Statewide Regional Literacy Network (RLN) Responsibilities:
- Collaborate with MDE, CAREI, and the Regional Literacy Network team to ensure consistent access, coherence, and alignment for districts and charter schools on all literacy initiatives across the state, including the MN READ Act legislation.
- Engage in collaboration that develops, promotes, and sustains collegial relationships between MDE staff, CAREI the Regional Literacy Network team, and regional cooperative staff.
- Engage with districts and charter schools to provide consistent access, coherence, and alignment of messaging and support services across the state.
- Support facilitation and monitor the administration of the training of teachers and school leaders in each of their regions.
- Collaborate with MDE and CAREI staff in the development and delivery of in-person, synchronous, and asynchronous professional learning content for delivery across all regions. Provide in-session and follow-up support.
- Serve as a training facilitator for the synchronous sessions of the approved trainings in their regions.
- Remain well-informed of current and developing research concerning Structured Literacy, literacy evidence-based practices, intervention, dyslexia, and screening through communication with colleagues and experts, participating in professional development, and reviewing the research literature.
- Provide Local Literacy Plan technical assistance.
- Assist districts and charter schools with the development, submission, and implementation of the required annual Local Literacy Plan.
- Support universal and dyslexia screening administration and data interpretation.
- Provide support with interpretation of district and charter school screening data.
- Develop familiarity with regional needs related to Structured Literacy to improve outcomes for all students with particular attention to those who have been persistently underserved and marginalized.
- Support site-based Literacy Coaching
- Build the capacity of Literacy coaches to provide on-site coaching for district and school leaders and literacy teams in the region.
- Support regional school districts and charter schools in the implementation of evidence-based Structured Literacy practices.
- Participate actively in a statewide Tier One instructional cross-functional team, if requested by the state leadership team.
Minnesota Service Cooperative Responsibilities:
- Provide support and coaching to internal staff to build capacity for implementing the READ Act legislation which includes evidence-based practices aligned to Structured Literacy.
- Collaborate with the MDE State Literacy unit, CAREI, and the Regional Literacy Network colleagues to ensure support provided across all content areas is aligned to evidence-based Structured Literacy practices.
- Collaborate with MDE, CAREI, and the Regional Literacy Network to build the capacity of regional literacy coaches.
- Lead READ Act Literacy Coaches at the Cooperative
District and School Responsibilities:
- Support district staff in the development, implementation, evaluation, and submission of their annual Local Literacy Plan to MDE.
- Support district efforts to administer required universal and dyslexia screening tools and data submission to MDE.
- Ensure district staff are trained on and administer an approved universal screener.
- Provide data literacy support to ensure data analysis informs instruction and interventions.
- Support inclusion of summary data in Local Literacy Plan submissions due annually on June 15th.
- Support district implementation of dyslexia screening and identification of students with characteristics of dyslexia.
- Support districts in the implementation of evidence-based curriculum and materials while supporting alignment to the revised English Language Art standards.
- Support implementation of evidence-based Structured Literacy practices in PK-12 settings.
- Support district and school leaders to plan for continuous improvement of Tier 1/universal instruction through engagement with COMPASS supports and services, such as regional leads in content areas of literacy or math and professional development in Learning Acceleration (Atlas).
- Support districts in data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all Tiers.
- Support districts in providing guidance of parent/family notification for students not reading at or above grade level including the student’s reading proficiency level, reading-related services, and strategies for families to use at home to support the student.
- Familiarize districts with the research on Structured Literacy, evidence-based practices, intervention, dyslexia, and screening.
- Work collectively with peers and the MN Department of Education in reflecting on personal learning and how that learning supports student achievement and growth of students.
- Other duties as assigned.
EDUCATION AND EXPERIENCE: (Minimum level of education and experience required.)
Bachelor’s degree in reading, education, special education, or related field.
- Minimum five years’ experience in English Language Arts instruction or related fields such as psychology and speech-language pathology.
- Systems Level Leadership or comparable experience.
- Successful completion (or near completion) of one of the three approved training courses: LETRS K-3, OL&LA, and/or CAREIALL.
- Experience planning, implementing, and evaluating district-wide initiatives and professional learning.
- Experience in working with diverse groups, and leadership teams, addressing inequities, and supporting change and transformation in systems.
- Data Collection/Analysis.
Preferred Education and Experience
- Master’s degree in reading, education, special education, or related field.
- LETRS/OL&LA/CAREIALL Facilitator.
- 3+ years of instructional coaching experience with a focus on literacy and student data.
LICENSES, CERTIFICATES AND REGISTRATIONS: (Minimum required to perform the job.)
· Valid Driver’s License.
· Current teaching or administrative license.
KNOWLEDGE, SKILLS AND ABILITIES: (Minimum competencies for job performance.)
· Thorough understanding of pedagogy and best practices within education.
· Understanding of adult learning principles and group facilitation.
· Ability to function cooperatively and collaboratively with colleagues and educators.
· Ability to reflect on and continuously improve professional practices in response to coaching.
· Ability to adapt to and work with a variety of school contexts.
· Excellent organizational skills and attention to detail.
· Creative analytical and problem-solving skills.
· Effective written and verbal communication skills.
· Ability to work effectively and efficiently across agencies and partnerships, individually and as a team member.
· Ability to show initiative in resolving problems.
· Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives.
· Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally.
· Ability to always conduct oneself in a professional and customer service-based manner.
· Proficient in the use of office applications and online learning platforms.
ENVIRONMENT AND PHYSICAL DEMANDS: (Physical/sensory and environmental conditions.)
This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down is required. This would require the ability to move and lift 30 lbs., stand for extended periods of time, and carry items a short distance as necessary.
POSITION TYPE/EXPECTED HOURS OF WORK: (Minimum essential factors of daily position.)
This is a 260-day position. Must be available to work during typical school hours, but occasional evening events, travel to the Minnesota Department of Education, and travel within the region are expected. Occasional travel outside of the region. Office specifics will vary by region.
OTHER DUTIES: (Potential other factors of daily position.)
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.