Description: The primary purpose of the ELAR Specialist is to collaborate with classroom teachers to increase student achievement in ELAR teachers on assigned campuses through professional development, model teaching, data analysis, and training as necessary in order to improve student success and assist the Chief Academic Officer and campus administrators in the development of short‑ and long‑range plans for the enhancement of the English Language Arts and Reading programs to meet the needs of all student populations. The ELAR Specialist should plan, develop, and provide professional development and campus support to ELAR teachers in the area of English Language Arts and Reading.
Responsibilities and Duties
1. Provides intensive instruction to struggling students in the area of English Language Arts and Reading (ELAR). Instruction may be provided either within or outside the classroom.
2. Focuses on professional development for teachers by providing them with additional support needed to implement various instructional programs and practices. The candidate must provide essential leadership for the campus' reading programs by helping create and supervise a long‑term staff development program that supports teachers.
3. Responsible for leading and evaluating the school's reading curriculum and instruction from grades.
4. Coordinate the school's ELAR program both horizontally and vertically.
5. Responsible for leading teachers through the district's literacy plan, "Literacy for All," for reading teachers in grades 7 through 12.
6. Plans and conducts periodic evaluations to assess the need for changes in the reading and writing program.
7. Meet with English Language Arts and Reading (ELAR) teachers on assigned campuses to discuss how they will address the instructional delivery of Reading and English Language Arts TEKS.
8. Observe classroom instruction on a regular basis for ELAR teacher on campuses assigned; provide feedback and assistance to classroom teachers to facilitate improvement and innovation.
9. Demonstrate teaching strategies with students in the classroom for teachers identified as needing assistance through modeling techniques.
10. Obtain and use evaluative findings (including student achievement data) to examine curriculum and instructional program effectiveness for the assigned subject area.
11. Present content‑related data to teachers/administrators.
12. Assists teachers in the development of local assessments.
13. Assists teachers in the development of highly qualified instruction that engages all students.
14. Works with teachers to develop and implement effective intervention strategies and programs.
15. Collaborates with teachers and administrators to make instructional decisions based on what is best for students.
16. Assists teachers and staff in improving student performance on State Assessments by assisting teachers in disaggregating and interpreting Reading and Writing data.
17. Support classroom instruction through modeling and mentoring.
18. Create logically sequenced pacing guides for all grade levels as assigned.
19. Develop campus/district common and formative assessments.
20. Assist with overseeing the district's literacy initiative plan.
21. Plan and present district‑wide professional development.
22. Assist with the assessment of instructional material needs and purchasing.
23. Attend regional content‑related leadership meetings.
24. Gathers and analyzes data for assigned subject area.
25. Meets to plan collaboratively with grade‑level teachers.
26. Attend professional development as appropriate.
27. Maintain a professional relationship with colleagues, students, parents, and community members.
28. Use effective communication skills to present information accurately and clearly.
29. Work cooperatively with CIA team and campus administrators in developing and supervising the instructional programs for ELAR teachers.
30. Demonstrate behavior that is professional, ethical, responsible, and exemplifies SMSD beliefs.
31. Maintain poise appropriate to situations.
32. Regular attendance is required.
33. Ability to work with peers and students and maintain confidentiality of various issues.
34. Perform all other duties as assigned by Assistant Superintendent, CIA and building principal(s).
Supervisory Responsibilities
None
Tools/Equipment Used
Personal computer, printer, calculator, fax machine, and copier
Working Conditions
Mental Demands: Maintain emotional control under stress; work with frequent interruptions and deadlines.
Physical Demands: Repetitive hand motions; prolonged use of computer; occasional lifting/carrying up to 35 pounds; moderate sitting, standing, walking, reaching, and bending; steady phone interactions.
Environmental Factors: Frequent district‑wide and statewide travel; occasional prolonged and irregular hours; some night activities; occasional working alone.
Qualifications Profile
Education/Certification:
* Master's degree preferred
* Valid Texas teaching certificate with ESL supplemental endorsement
* GT training/certificate preferred
Special Knowledge/Skills
* Experience with interpreting and disseminating STAAR data required
* Proven results in STAAR‑tested area
* Strong knowledge of curriculum design and instruction in English Language Arts & Reading
* Knowledge of secondary ELAR programs
* Knowledge of District's instructional initiatives
* Skill in instructional coaching and in supporting ELAR teachers with a variety of backgrounds and experiences
* Strong leadership, organizational, interpersonal, and organizational skills
* Ability to work well with diverse populations
* Ability to evaluate instructional program and teaching effectiveness
* Ability to interpret data
* Ability to plan provide prescriptive instruction aligned to campus goals
* Ability to positively impact systematic change within the district in accordance with district goals
Experience
Minimum of five years of successful teaching experience, within the designated field with a strong background in English Language Arts and Reading. Successful classroom management that facilitates a high level of student engagement. Experience working with at‑risk students and/or Title I campus preferred.
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