RLA Coordinator (Part-time)

Primary Purpose:

Provide curriculum leadership to ensure an aligned and articulated elementary Reading Language Arts (RLA) instructional program. Support district and campus staff in the implementation of the RLA curriculum, Texas Essential Knowledge and Skills (TEKS), high-quality instructional materials (HQIM), evidence-based reading practices, assessment, intervention, and differentiation. Serve as an instructional leader, coach, and resource for teachers and administrators by providing professional learning, modeling effective instructional practices, analyzing student achievement data, and supporting instructional decisions that improve outcomes for all learners.

Education/Certification:

Bachelor's Degree

SBEC Language Arts/Reading Teacher Certification

Special Knowledge/Skills:

Strong knowledge of the Texas Essential Knowledge and Skills (TEKS) in Reading Language Arts; knowledge of the Science of Teaching Reading and research-based literacy instructional practices; ability to analyze student performance and assessment data; ability to provide instructional coaching and professional development; strong communication, collaboration, organization, and technology skills.

Experience:

Minimum three years of successful Reading Language Arts teaching experience required; experience in instructional coaching, curriculum development, or campus/district instructional leadership preferred.

Essential Duties and Responsibilities:

• Support implementation and alignment of the elementary RLA curriculum, TEKS, HQIM, instructional resources, and district initiatives.

• Provide coaching, modeling, feedback, and instructional support to RLA teachers to strengthen Tier 1 instruction and student achievement.

• Plan and facilitate RLA professional learning based on district priorities, identified staff needs, student achievement data, and research-based literacy practices.

• Support implementation of the Science of Teaching Reading and evidence-based practices in phonics, fluency, vocabulary, comprehension, writing, and language development, as appropriate by grade level.

• Analyze district, campus, classroom, and state assessment data to identify trends, areas of need, and recommended instructional responses.

• Support campuses in developing and monitoring RLA intervention plans for students who are not demonstrating mastery, including differentiated and targeted instructional supports.

• Collaborate with principals, instructional leaders, teachers, and relevant district departments to establish and monitor RLA achievement goals and ensure consistency in districtwide instructional initiatives.

• Support the development, implementation, and analysis of common assessments and district RLA assessments to strengthen alignment among the written, taught, and assessed curriculum.

• Assist campuses with effective implementation of HQIM and research-based RLA instructional practices, including lesson internalization, planning, and effective use of instructional resources.

• Monitor curriculum implementation through classroom visits, teacher collaboration, data review, and feedback to campus and district leaders.

• Provide targeted support to campuses and grade levels based on student achievement data, identified instructional needs, and district priorities.

• Assist in the review and selection of RLA instructional resources and digital tools that align with the TEKS, district curriculum, and improvement goals.

Professional Growth

• Participate in professional learning and professional networks to remain current on RLA research, state requirements, instructional practices, and high-quality instructional materials.

• Attend and implement district-required training directly related to RLA curriculum, instruction, assessment, and intervention.

• Develop and lead professional learning for district and campus staff aligned to identified needs and district priorities.

Necessary Skills:

• Ability to identify and resolve problems in a timely manner; gather and analyze information skillfully; develop alternative solutions; work well in group problem solving situations; use reason even when dealing with emotional topics.

• Ability to exhibit objectivity and openness to others' views; gives and welcomes feedback; contributes to building a positive team spirit; puts success of team above own interests; able to build morale and group commitments to goals and objectives; supports everyone's effort to succeed.

• Ability to communicate well with others.

• Ability to follow policies and procedures; complete administrative tasks correctly and on time; support organization's goals and values.

• Ability to display willingness to make decisions; exhibit sound and accurate judgment; supports and explains reasoning for decisions; include appropriate people in decision making process; make timely decisions.

• Ability to adapt to changes in the work environment; manage competing demands; change approach or method to best fit the situation; able to deal with frequent change, delays or unexpected events.

• Ability to follow instructions; respond to supervisory direction; take responsibility for own actions; keep commitments; commit to long hours of work when necessary to reach goals; complete tasks on time or notifies appropriate person with an alternate plan.

• Ability to maintain a high level of ethical behavior and confidentiality when dealing with student, staff and/or parent information.

Technology Skills:

Proficient in Microsoft Office Suite. Knowledge of Student Management software preferred.

Supervisory Responsibilities:

None.

Mental Demands/Physical Demands/Environmental Factors:

While performing the duties of this job, the employee is regularly required to stand; walk and uses hands; reach with hands and arms and talk or hear. The employee is occasionally required to stoop, kneel, or crouch. The ability to lift up to 50 pounds. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.