ABOUT US:

At Columbus City Schools, we strive to make sure each student is highly-educated, prepared for leadership and service, and empowered for success as a citizen in a global community - but we can't do it without you! As an award-winning school district in the award-winning city of Columbus, Ohio, we are proud of the work our more than 9,000 employees (including teachers, coaches, and administrators) do every day to change the lives of our students. With more than 46,000 students located in over 100 different schools around the city of Columbus, we know there's a position that's right for you.

RISE UP! and apply to our exciting and impactful position detailed below!

POSITION OVERVIEW STATEMENT:

The Instructional Support Specialist provides targeted supplemental instruction, evidence-based instructional coaching, and data analysis support to improve student achievement in English Language Arts. This role requires the individual to provide direct intervention to students utilizing evidence-based intervention strategies that are supported by district and state priorities. The individual selected is responsible for providing instruction that aligns with the instructional goals of the district and aligned to the Science of Reading. Additionally, this role requires instructional coaching with the responsibility of planning, implementation, and reflection related to evidence-based coaching models to improve outcomes for students.

ESSENTIAL DUTIES:

The list below is intended to describe the essential duties performed by this position. This is not a complete listing of all

responsibilities and/or required duties. Other duties may be assigned as needed.

1. Supplemental Instruction 50%

ELA:

• Provide direct, small-group, or individualized literacy intervention grounded in the Science of Reading.
• Deliver instruction aligned with evidence-based literacy practices, including phonemic awareness, phonics, fluency, vocabulary, and comprehension.
• Analyze data to identify and support students with the greatest literacy needs through targeted intervention strategies.
• Provide effective, evidence-based methodologies and practices aligned to the Science of Reading and supported district-wide intervention tools.
• Collaborates with staff during TBTs and provides updates to the staff on student progress.
• Track student success data and generate reports to share with teachers and administration.
• Progress monitor students regularly and adjust instruction accordingly.
• Participate in ongoing and/or required professional development provided by the Curriculum and Instruction Department.

2. Evidence-Based Instructional Coaching 50%

• Provide instructional coaching aligned to the Ohio Model for Instructional Coaching for Literacy with the following components: Universal Supports, Self-guided coaching, Small-group coaching thru vertical alignment, and One-on-one coaching.
• Collaborate with teachers to plan, model, co-teach, and reflect on lessons.
• Work with teams to review and interpret assessment data, set goals, and plan for continuous improvement of achievement
• Support implementation of evidence-based instructional strategies in ELA.
• Facilitate professional learning aligned to district and state priorities.
• Develop and implement an annual instructional coaching plan.
• Demonstrate interpersonal skills to communicate effectively, work productively and maintain confidentiality with various stakeholders
• Build teacher capacity to deliver high-quality, standards-aligned instruction.
• Provide feedback using observation data and instructional best practices.
• Proven ability to approach challenging situations and engage in honest coaching conversations in a tactful, courteous and respectful manner
• Exemplifies the coaching process as a partnership and builds and nurtures relationships, fostering a collaborative school culture

REQUIRED MINIMUM QUALIFICATIONS:

(This grant funded position requires candidates to meet the following qualifications)

• Valid Ohio teaching license.
• Completion of Department-approved Science of Reading professional learning modules.
• One of the following:
  • Reading Endorsement (PreK–12) (#059902 on teaching license), OR
  • Master’s or Doctoral degree in reading or literacy (degree must clearly indicate “reading” or “literacy”), OR
  • Completed LETRS Training 1 and 2, OR
  • Completed Associate Level Orton-Gillingham Training, OR
  • Passing score on the reading instruction assessment.

PREFERRED QUALIFICATIONS

• 3-5 years teaching experience.

KNOWLEDGE, SKILLS AND ABILITIES

• Ability to work with students of all ability levels and backgrounds.
• Ability to communicate professionally and effectively with staff and community.
• Ability to provide a supportive role to administration and succeed in a team environment.
• Ability to motivate, excite and engage students and parents.
• Knowledge of working with low performing students.
• Skills in tracking data and adjusting interventions based on data and feedback.
• Ability to use student data to drive instruction.
• Skillscommunication, collaboration, and facilitation.
• Experience working with diverse student populations and high-needs learners

Columbus City Schools (CCS) is an equal opportunity employer. All qualified applicants for employment will receive consideration regardless of race, sex, sexual orientation, religion, national origin, age, gender identity or expression, ancestry, familial status, military status or disability.

The Instructional Support Specialist provides targeted supplemental instruction, evidence-based instructional coaching, and data analysis support to improve student achievement in English Language Arts. This role requires the individual to provide direct intervention to students utilizing evidence-based intervention strategies that are supported by district and state priorities. The individual selected is responsible for providing instruction that aligns with the instructional goals of the district and aligned to the Science of Reading. Additionally, this role requires instructional coaching with the responsibility of planning, implementation, and reflection related to evidence-based coaching models to improve outcomes for students. ESSENTIAL DUTIES:The list below is intended to describe the essential duties performed by this position. This is not a complete listing of allresponsibilities and/or required duties. Other duties may be assigned as needed .. Supplemental Instruction 50%ELA:Provide direct, small-group, or individualized literacy intervention grounded in the Science of Reading. Deliver instruction aligned with evidence-based literacy practices, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. Analyze data to identify and support students with the greatest literacy needs through targeted intervention strategies. Provide effective, evidence-based methodologies and practices aligned to the Science of Reading and supported district-wide intervention tools. Collaborates with staff during TB - Ts and provides updates to the staff on student progress. Track student success data and generate reports to share with teachers and administration. Progress monitor students regularly and adjust instruction accordingly. Participate in ongoing and/or required professional development provided by the Curriculum and Instruction Department .. Evidence-Based Instructional Coaching 50%Provide instructional coaching aligned to the Ohio Model for Instructional Coaching for Literacy with the following components: Universal Supports, Self-guided coaching, Small-group coaching thru vertical alignment, and One-on-one coaching. Collaborate with teachers to plan, model, co-teach, and reflect on lessons. Work with teams to review and interpret assessment data, set goals, and plan for continuous improvement of achievement. Support implementation of evidence-based instructional strategies in ELA. Facilitate professional learning aligned to district and state priorities. Develop and implement an annual instructional coaching plan. Demonstrate interpersonal skills to communicate effectively, work productively and maintain confidentiality with various stakeholders. Build teacher capacity to deliver high-quality, standards-aligned instruction. Provide feedback using observation data and instructional best practices. Proven ability to approach challenging situations and engage in honest coaching conversations in a tactful, courteous and respectful manner. Exemplifies the coaching process as a partnership and builds and nurtures relationships, fostering a collaborative school culture. REQUIRED MINIMUM QUALIFICATIONS:(This grant funded position requires candidates to meet the following qualifications)Valid Ohio teaching license. Completion of Department-approved Science of Reading professional learning modules. One of the following:Reading Endorsement (Pre. K–12) (#059902 on teaching license), OR - Master’s or Doctoral degree in reading or literacy (degree must clearly indicate “reading” or “literacy”), OR - Completed LETRS Training 1 and 2, OR - Completed Associate Level Orton-Gillingham Training, OR Passing score on the reading instruction assessment. PREFERRED QUALIFICATIONS 3-5 years teaching experience. KNOWLEDGE, SKILLS AND ABILITIES - Ability to work with students of all ability levels and backgrounds. Ability to communicate professionally and effectively with staff and community. Ability to provide a supportive role to administration and succeed in a team environment. Ability to motivate, excite and engage students and parents. Knowledge of working with low performing students. Skills in tracking data and adjusting interventions based on data and feedback. Ability to use student data to drive instruction. Skillscommunication, collaboration, and facilitation. Experience working with diverse student populations and high-needs learners. Columbus City Schools (CCS)

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