Reading Specialist

Virginia Beach City Public Schools is inviting applications for the following position: Reading Specialist General Responsibilities: Under the direction of the principal, the position is responsible for supporting the implementation of evidence-based literacy instruction and a structured literacy program at the assigned school through instructional coaching, the facilitation of professional learning, and the delivery of instruction to students. In addition, the position collaborates with school administrators and classroom teachers to coordinate and oversee the development and implementation of reading plans for students not meeting literacy benchmarks including intervention services and progress monitoring. Finally, the Reading Specialist prioritizes supporting the implementation of a structured literacy program and effective Tier I-III instruction through coaching to include, but not limited to, co-teaching, co-planning, facilitating professional learning and professional learning communities (PLCs), modeling instruction, and providing observation non-evaluative instructional feedback. Education & Experience: Required: Master's degree from a state-approved graduate-level reading specialist preparation program from a regionally accredited college or university, and eligible for a Virginia Teaching License with an endorsement as a Reading Specialist. Three (3) years of successful classroom teaching experience in which the teaching of reading was the primary responsibility.Preferred: Experience in the field of literacy education. Knowledge, Skills & Abilities: Knowledge of VBCPS curriculum and evidence-based literacy instruction, policies, and knowledge of the needs of students requiring reading and writing intervention; thorough understanding of the teaching and learning process; ability to provide instruction that reflects multiple perspectives, culturally responsive teaching, and equitable practices; ability to purposefully infuse technology into curriculum; ability to guide and train teachers in effective techniques and strategies; ability to work effectively with administrators, colleagues, central office, school-based staff, students, parents and community; ability to use diagnostic data to design instruction to meet the needs of the student(s); excellent organizational, communication, and social-emotional skills.