Elementary - Turnaround Literacy Specialist (GES, BISA, and Faine)
Dothan City Schools, Dothan, AL, United States
Turnaround Literacy Specialist
This is a 12‑month position.
Minimum Qualifications
Master’s Degree in Reading, Literacy, or Curriculum & Instruction (closely related fields considered).
Doctorate preferred.
Minimum 10 years of successful teaching experience (15 years strongly preferred), with a significant focus on literacy instruction.
Documented evidence of sustained student reading achievement gains within the past five years.
Demonstrated experience with data‑driven instruction and Multi‑Tiered Systems of Support (MTSS).
Demonstrated experience in turnaround or high‑need schools.
Grade‑Band Specific Requirements
Elementary (K‑5) Positions (3 roles): candidates must have experience teaching across all elementary grade levels and portfolio evidence of instructional impact across multiple elementary grades.
Middle Grades (6‑8) Positions (2 roles): preferred experience teaching in grades 6‑8 and portfolio evidence of literacy instruction and student growth within the middle‑grades band.
Portfolio Requirement
Applicants must submit a data‑based portfolio of work prior to interview. The portfolio may be in electronic or print format and must highlight student achievement and professional accomplishments across the candidate’s career, with a significant focus on improvement of student literacy proficiency during the past five years. Portfolios should reflect work aligned to the grade band (K‑5 or 6‑8) for which the candidate is applying.
Required Certifications & Training
Dyslexia Certification
LETRS (Language Essentials for Teachers of Reading and Spelling) Trained
Graduate coursework in literacy assessment and intervention (transcripts required)
Preferred Advanced Training / Certifications (Recommended)
Reading Specialist Certification
Orton‑Gillingham Training (or equivalent documented structured literacy certification)
National Board Certification in Literacy or Reading
Training in Structured Literacy or Science of Reading professional credentials
Specialized research or evidence‑based training in intervention for struggling readers or students with dyslexia (documentation required)
Salary & Employment
Compensation: $125,000 annually.
Category: Exempt.
Reports to: Assistant Superintendent of Curriculum & Instruction.
Terms of Employment: Salary and benefits shall be paid consistent with the system’s approved compensation plan. Length of the work year and hours of employment shall be those established by the system.
Position Classifications: School‑Based.
Work Locations
Elementary (K‑5): Faine, Girard, Beverly (3 positions).
Middle Grades (6‑8): D6 and DPA (2 positions).
Summary
The Turnaround Literacy Specialist (Classroom‑Based) is an expert practitioner strategically embedded within high‑need schools to accelerate student reading achievement through intensive, classroom‑based instruction and job‑embedded instructional leadership.
This position functions as a multi‑classroom leader with an assigned staff of teachers. The Specialist will teach alongside, plan with, and collaborate daily. The Specialist is not a traditional coach but a lead classroom practitioner responsible for directly improving student literacy outcomes and supporting the evaluation of team members.
The role is focused on delivering immediate, measurable improvements in student literacy outcomes, particularly in schools that need improvement to close achievement gaps.
Required Duties and Responsibilities
Serve as the lead instructional partner for assigned teachers and classrooms.
Co‑teach, parallel‑teach, alternate‑teach, station‑teach, and model instruction daily.
Lead collaborative planning for literacy instruction within assigned classrooms.
Support alignment of instruction, assessments, and interventions across classrooms.
Support appropriate evaluation of team members.
Function as the primary driver of literacy planning and delivery for the assigned group of teachers.
Drive measurable improvement in student literacy outcomes.
Allocation of Job Duties
Direct Teaching to Students – 70%
Planning and Designing Literacy Instruction – 15%
Analyzing Student Data and Adjusting Instruction – 15%
Direct Instruction
Provide daily direct literacy instruction to students across multiple classrooms using parallel teaching, co‑teaching, small‑group models, and other effective models.
Implement structured, evidence‑based literacy instruction aligned with the Science of Reading.
Diagnose reading deficits using universal screeners, diagnostics, progress monitoring, and classroom evidence.
Design and implement targeted remediation plans for students with reading deficiencies.
Utilize literacy platforms and programs: i‑Ready, Lexia Core5, Amplify CKLA, Bookworms, UFLI Foundations, Read 180, IXL.
Maintain a sustained focus on foundational reading skills, fluency, vocabulary, comprehension, and student mastery.
Planning & Instructional Design
Lead weekly collaborative literacy planning with assigned teachers.
Design lessons that integrate structured literacy, explicit instruction, and differentiation.
Ensure alignment with district curriculum, state standards, and assessment expectations.
Model high‑quality instructional practices during literacy blocks.
Lead instructional unit planning for the cohort of teachers and provide individual feedback on lesson plans weekly.
Support, design, and implement differentiation and targeted instruction for diverse learners.
Data Analysis & Continuous Improvement
Analyze student literacy data on an ongoing basis to drive instructional decisions.
Lead team data meetings twice monthly to evaluate student performance and adjust instruction.
Track progress toward student growth and literacy proficiency goals.
Maintain documentation of student progress and instructional impact.
Use short‑cycle data (weekly/bi‑weekly) to adjust instruction and interventions.
Monitor fidelity of literacy practices within assigned classrooms.
Prepare periodic progress updates for the Assistant Superintendent of Curriculum & Instruction and the Principal.
Demonstrate a history of improving student reading proficiency across multiple ESSA accountability subgroups.
Conduct teacher coaching and instructional development: observe teachers weekly, provide in‑person feedback, conduct coaching cycles, support teachers in implementing structured, explicit, and differentiated instruction, track teacher development goals, and strengthen instructional delivery during literacy blocks.
Professional Learning & Leadership Collaboration
Participate in Instructional Leadership Team meetings.
Meet regularly with the principal to review instructional priorities and student progress.
Collaborate with other specialists and instructional leaders on problems of practice.
Support professional learning for teachers related to literacy instruction and MTSS.
Contribute to district literacy improvement efforts in turnaround schools.
Required Knowledge, Skills, and Abilities
Deep expertise in the Science of Reading and structured literacy approaches.
Advanced ability to identify reading deficits and implement evidence‑based interventions.
Proficiency with i‑Ready, Lexia, Amplify CKLA, Bookworms, UFLI, Read 180.
Strong skills in data analysis and instructional decision‑making.
Proven ability to collaborate effectively with teachers and administrators.
Strong communication, leadership, and problem‑solving skills.
Evaluation
Student outcomes: demonstrated annual gains in reading achievement.
Instructional impact: evidence of improved instructional practices within supported classrooms.
Data use: consistent use of data to inform and adjust instruction.
Collaboration: effective partnership with assigned teachers, school leaders, and district staff.
Turnaround impact: evidence of accelerated literacy outcomes in high‑need or turnaround settings.
Rationale for Position
This position is designed to maximize instructional impact by embedding an elite literacy practitioner directly within classrooms in high‑need schools. The specialist is not merely a coach but a lead classroom practitioner who teaches daily, leads a team of teachers, and drives measurable improvements in student literacy outcomes. Annual compensation of $125,000 reflects the specialized, high‑impact role, extensive experience, advanced training required, and a proven track record of success in turnaround settings. The investment prioritizes students most in need and reflects the district’s commitment to evidence‑based literacy instruction and equitable outcomes.
Source
Dothan City Schools, Dothan, Alabama
#J-18808-Ljbffr
This is a 12‑month position.
Minimum Qualifications
Master’s Degree in Reading, Literacy, or Curriculum & Instruction (closely related fields considered).
Doctorate preferred.
Minimum 10 years of successful teaching experience (15 years strongly preferred), with a significant focus on literacy instruction.
Documented evidence of sustained student reading achievement gains within the past five years.
Demonstrated experience with data‑driven instruction and Multi‑Tiered Systems of Support (MTSS).
Demonstrated experience in turnaround or high‑need schools.
Grade‑Band Specific Requirements
Elementary (K‑5) Positions (3 roles): candidates must have experience teaching across all elementary grade levels and portfolio evidence of instructional impact across multiple elementary grades.
Middle Grades (6‑8) Positions (2 roles): preferred experience teaching in grades 6‑8 and portfolio evidence of literacy instruction and student growth within the middle‑grades band.
Portfolio Requirement
Applicants must submit a data‑based portfolio of work prior to interview. The portfolio may be in electronic or print format and must highlight student achievement and professional accomplishments across the candidate’s career, with a significant focus on improvement of student literacy proficiency during the past five years. Portfolios should reflect work aligned to the grade band (K‑5 or 6‑8) for which the candidate is applying.
Required Certifications & Training
Dyslexia Certification
LETRS (Language Essentials for Teachers of Reading and Spelling) Trained
Graduate coursework in literacy assessment and intervention (transcripts required)
Preferred Advanced Training / Certifications (Recommended)
Reading Specialist Certification
Orton‑Gillingham Training (or equivalent documented structured literacy certification)
National Board Certification in Literacy or Reading
Training in Structured Literacy or Science of Reading professional credentials
Specialized research or evidence‑based training in intervention for struggling readers or students with dyslexia (documentation required)
Salary & Employment
Compensation: $125,000 annually.
Category: Exempt.
Reports to: Assistant Superintendent of Curriculum & Instruction.
Terms of Employment: Salary and benefits shall be paid consistent with the system’s approved compensation plan. Length of the work year and hours of employment shall be those established by the system.
Position Classifications: School‑Based.
Work Locations
Elementary (K‑5): Faine, Girard, Beverly (3 positions).
Middle Grades (6‑8): D6 and DPA (2 positions).
Summary
The Turnaround Literacy Specialist (Classroom‑Based) is an expert practitioner strategically embedded within high‑need schools to accelerate student reading achievement through intensive, classroom‑based instruction and job‑embedded instructional leadership.
This position functions as a multi‑classroom leader with an assigned staff of teachers. The Specialist will teach alongside, plan with, and collaborate daily. The Specialist is not a traditional coach but a lead classroom practitioner responsible for directly improving student literacy outcomes and supporting the evaluation of team members.
The role is focused on delivering immediate, measurable improvements in student literacy outcomes, particularly in schools that need improvement to close achievement gaps.
Required Duties and Responsibilities
Serve as the lead instructional partner for assigned teachers and classrooms.
Co‑teach, parallel‑teach, alternate‑teach, station‑teach, and model instruction daily.
Lead collaborative planning for literacy instruction within assigned classrooms.
Support alignment of instruction, assessments, and interventions across classrooms.
Support appropriate evaluation of team members.
Function as the primary driver of literacy planning and delivery for the assigned group of teachers.
Drive measurable improvement in student literacy outcomes.
Allocation of Job Duties
Direct Teaching to Students – 70%
Planning and Designing Literacy Instruction – 15%
Analyzing Student Data and Adjusting Instruction – 15%
Direct Instruction
Provide daily direct literacy instruction to students across multiple classrooms using parallel teaching, co‑teaching, small‑group models, and other effective models.
Implement structured, evidence‑based literacy instruction aligned with the Science of Reading.
Diagnose reading deficits using universal screeners, diagnostics, progress monitoring, and classroom evidence.
Design and implement targeted remediation plans for students with reading deficiencies.
Utilize literacy platforms and programs: i‑Ready, Lexia Core5, Amplify CKLA, Bookworms, UFLI Foundations, Read 180, IXL.
Maintain a sustained focus on foundational reading skills, fluency, vocabulary, comprehension, and student mastery.
Planning & Instructional Design
Lead weekly collaborative literacy planning with assigned teachers.
Design lessons that integrate structured literacy, explicit instruction, and differentiation.
Ensure alignment with district curriculum, state standards, and assessment expectations.
Model high‑quality instructional practices during literacy blocks.
Lead instructional unit planning for the cohort of teachers and provide individual feedback on lesson plans weekly.
Support, design, and implement differentiation and targeted instruction for diverse learners.
Data Analysis & Continuous Improvement
Analyze student literacy data on an ongoing basis to drive instructional decisions.
Lead team data meetings twice monthly to evaluate student performance and adjust instruction.
Track progress toward student growth and literacy proficiency goals.
Maintain documentation of student progress and instructional impact.
Use short‑cycle data (weekly/bi‑weekly) to adjust instruction and interventions.
Monitor fidelity of literacy practices within assigned classrooms.
Prepare periodic progress updates for the Assistant Superintendent of Curriculum & Instruction and the Principal.
Demonstrate a history of improving student reading proficiency across multiple ESSA accountability subgroups.
Conduct teacher coaching and instructional development: observe teachers weekly, provide in‑person feedback, conduct coaching cycles, support teachers in implementing structured, explicit, and differentiated instruction, track teacher development goals, and strengthen instructional delivery during literacy blocks.
Professional Learning & Leadership Collaboration
Participate in Instructional Leadership Team meetings.
Meet regularly with the principal to review instructional priorities and student progress.
Collaborate with other specialists and instructional leaders on problems of practice.
Support professional learning for teachers related to literacy instruction and MTSS.
Contribute to district literacy improvement efforts in turnaround schools.
Required Knowledge, Skills, and Abilities
Deep expertise in the Science of Reading and structured literacy approaches.
Advanced ability to identify reading deficits and implement evidence‑based interventions.
Proficiency with i‑Ready, Lexia, Amplify CKLA, Bookworms, UFLI, Read 180.
Strong skills in data analysis and instructional decision‑making.
Proven ability to collaborate effectively with teachers and administrators.
Strong communication, leadership, and problem‑solving skills.
Evaluation
Student outcomes: demonstrated annual gains in reading achievement.
Instructional impact: evidence of improved instructional practices within supported classrooms.
Data use: consistent use of data to inform and adjust instruction.
Collaboration: effective partnership with assigned teachers, school leaders, and district staff.
Turnaround impact: evidence of accelerated literacy outcomes in high‑need or turnaround settings.
Rationale for Position
This position is designed to maximize instructional impact by embedding an elite literacy practitioner directly within classrooms in high‑need schools. The specialist is not merely a coach but a lead classroom practitioner who teaches daily, leads a team of teachers, and drives measurable improvements in student literacy outcomes. Annual compensation of $125,000 reflects the specialized, high‑impact role, extensive experience, advanced training required, and a proven track record of success in turnaround settings. The investment prioritizes students most in need and reflects the district’s commitment to evidence‑based literacy instruction and equitable outcomes.
Source
Dothan City Schools, Dothan, Alabama
#J-18808-Ljbffr