ETFO - Early Years Literacy Facilitator Position

JOB POSTING For Members Currently Covered Under the Collective Agreement Between: ETFO, ETFO Occasional Teachers and THE SUPERIOR-GREENSTONE DISTRICT SCHOOL BOARDStart Date: Contingent on ability to backfill position SITE: Manitouwadge Public SchoolMargaret Twomey Public SchoolTerrace Bay Public School POSITION DETAILS/QUALIFICATIONS Summary: The System Literacy Facilitator will play a vital role in elementary classrooms (focused on Kindergarten through Grade Three) within the district providing direct support to students, and collaboration alongside teachers. The System Literacy Facilitator will focus on ensuring a comprehensive range of literacy best practices, including the full implementation of screening tools and diagnostic assessments with students in the primary division. These tools will aid in strengthening the implementation and application of evidence-based literacy strategies (Science of Reading). The System Literacy Facilitator will actively contribute to the continued development of the structured literacy program through enhancement by supporting educators in the implementation of consistent and intentional high-impact instructional practices to bridge gaps and increase literacy achievement. Qualifications: Specialized expertise in scientific, evidence-based literacy instruction that emphasizes foundational knowledge and skills. Training and experience in providing Tier 2 and Tier 3 reading interventions. Awareness and experience with diagnostics and assessments that inform instruction based on intensity, duration and frequency of skill required (Acadience, uFly, Heggerty, Open Court, etc.). Expertise in a comprehensive, structured approach to literacy instruction responsive to student need. Experience working as a member of a collaborative school team that uses assessment to guide instruction and monitor progress towards improvement targets. Reading Part 2 or Specialist as asset Experience teaching literacy in multiple grades, as well as implementing assessment practices to monitor student progress toward improvement targets and using high impact instructional practices, screeners, diagnostics, and intervention strategies. Demonstrated use and understanding of Growing Success (Assessment for, as and of learning). UDL, Differentiated instruction and assessment. Moderation of student work. Designing for higher order critical and creative thinking. Reflective and adaptive practice. Use of science-based reading and research to support practice and intervention strategies. Responsibilities: Provide direct reading intervention supports for identified students SK-3; Support the implementation of early literacy screening tools, diagnostics, and targeted instructional practices in classrooms alongside educators. Participate in ongoing and job-embedded professional development for the purpose of gathering data to inform the continued development of high impact literacy strategies and supports within K-3 classrooms. Support the ongoing training and implementation of early learning resources in identified classrooms. Work one to one or in small groups with students in K-3 who would benefit from more support in literacy. Support classroom teachers in the implementation of high yield strategies in a job-embedded way, monitoring impact on students, and collecting data to monitor student growth in achievement (facilitating co-learning, and co-teaching experiences) Communicate with the board based instructional support team to regularly share school needs, challenges and successes. Additional Competencies and Skills Display excellent interpersonal skills while building positive relationships. An open to learning stance and asset-oriented approach to students, teachers, and leaders as demonstrates through Ongoing Professional Learning Demonstrated strong communication and collaboration skills. An ability to desire positive professional relationships. Organizational strategies and skills as a self-directed learner. Ability to work collaboratively with colleagues, System Leaders, School Principals, and the Assistant Superintendent. Demonstrated leadership that has been built upon, credibility with school teams and respected as a facilitator of collegial professional learning. The position will require extensive travel within the region. Applications MUST include a resume outlining qualifications, experience and an up-to-date Certificate of Qualification. Applicants must also submit the names of three (3) professional references, one of whom must be a current or most recent immediate supervisor, along with telephone numbers and email addresses, as well as a written authorization from the applicant permitting the Board to contact these references. Information from such persons will be gathered in accordance with the Municipal Freedom of Information and Protection of Privacy Act. For further information or clarification, please contact: Tara Balog, Assistant Superintendent of Educationtbalog@sgdsb.on.ca Only applications submitted through Apply to Education will be considered. ____________________________________________________________________________________________________Superior-Greenstone District School Board is committed to equity in employment. We provide reasonable accommodation at any point throughout the recruitment process in accordance with the Ontario Human Rights Code and Accessibility for Ontarians with the Disabilities Act. Please contact Human Resources at dnault@sgdsb.on.ca so that appropriate arrangements may be made. We thank all applicants; however, only those selected for an interview will be contacted.Following the interview process all applications will be destroyed.