Secondary Literacy Specialist

Position: Secondary Literacy Specialist

Department: Instructional Services

Program : School Improvement

Reports to: Chief Academic Officer

Classification/Range : Licensed

Schedule: 210 days per year, 8 hours per day

Ideal start date: (2025-2026 School Year)

*The salary listed reflects the 2024-2025 Salary Schedule.(2025-26 and 2026-27 Tables To Be Determined Per Article 23.A.2)

POSITION PURPOSE:

This position supports MESD’s component districts and internal programs through professional learning, consultation, technical assistance, and resource curation in the area of secondary (grades 6-12) literacy instruction, curriculum, and assessment. This role requires collaboration across internal teams as well as with component district staff to assess needs, deliver support, and ensure alignment with Oregon Department of Education literacy requirements. This position integrates literacy content and resources with related frameworks, such as MTSS, universal design for learning, instructional technology, media literacy, and social-emotional learning standards. Regular and reliable attendance is essential to fulfill this role's duties and responsibilities successfully.

NATURE & SCOPE:

This position is subject to board policies, administrative rules and procedures, department regulations, and applicable state and federal statutes. This position carries no administrative authority or responsibility.

ESSENTIAL JOB FUNCTIONS:

1. Assist the Chief Academic Officer (CAO) in assessing the needs of local districts and developing local plans aligned with long-range goals and state requirements
2. Serve as a resource to school district staff for research-based best practices on implementing high-quality instructional materials for 6-12 literacy.
3. Deliver professional learning for school and district staff to build educators’ capacity in literacy instruction, curriculum, and assessment best practices.
4. Facilitate and implement projects in curriculum, instruction, and assessment areas related to school improvement needs.
5. Establish and maintain collaborative relationships with community colleges, universities, educational agencies, the Oregon Department of Education (ODE), and the Oregon Association of Education Service Districts (OAESD) to provide appropriate training and technical assistance for educators.
6. Facilitate strategies and structures for resource sharing and technical assistance.
7. Support school districts and educators with the effective implementation of state literacy initiatives, such as the Adolescent Literacy Framework, Seal of Biliteracy, and Access to Linguistic Inclusion.
8. Support school districts and educators in implementing effective supports for multilingual learners across content areas, including Dual Language Immersion Programs.
9. Conduct research, locate resources, and provide written information relating to literacy as needed.
10. Organize, plan, and meet deadlines while coordinating multiple assigned projects.
11. Assist with locating, writing, facilitating, and implementing grants and/or related reports for MESD or local districts in consortium efforts.
12. Conduct research and prepare written reports on school reform initiatives, while organizing and managing multiple projects to meet deadlines.
13. Collect, analyze, and interpret data to align supports and services with identified needs, including district assessment data and improvement plans.
14. Demonstrate expertise in balanced assessment systems and apply this knowledge to understand formative and summative assessments used by component districts to inform ODE's Integrated Guidance Plans.
15. Serve as a resource to school districts in building and refining multi-tiered systems of support (MTSS) to improve students’ literacy skills.
16. Promote best practices, resources, and professional learning that ensure equitable access to high-quality literacy instruction for all students, with a focus on closing achievement gaps and supporting underrepresented and marginalized groups.

OTHER JOB FUNCTIONS:

1. To attend department and advisory meetings as required.

1. Communicate clearly and effectively with local districts or agencies regarding school improvement activities, both in writing and verbally.

1. Foster a positive and productive work environment through collaboration and teamwork.
2. To perform other duties as assigned.

ESSENTIAL QUALITIES:

Equity: Lead and support regional equity initiatives

Vision : Lead with vision, follow-through, and student focus.

Trust : Develop trust among coworkers and students through honesty and fairness.

Communication : Communicate in an inclusive, effective, and collaborative manner.

Personal Qualities : Be respectful, excel in customer service, caring, humble, and courageous.

Attendance : Daily and consistent attendance and punctuality are paramount as this provides consistency and alignment with students, peers, and programming outcomes.

Agency-wide perspective : Be involved in and supportive of continuous overall improvement of MESD programs and services.

MINIMUM QUALIFICATIONS, SKILLS, ABILITIES:

• Daily and consistent attendance and punctuality.
• Collaborative and self-reflective approach rooted in continuous improvement.
• Knowledge and experience in applying state literacy standards and frameworks effectively.
• Knowledge and experience in supporting literacy for multilingual learners by developing and utilizing systems, resources, and high-quality instructional practices, curriculum, and assessments.
• Knowledge and experience in implementing culturally responsive practices within a comprehensive literacy program.
• Ability to align instruction, curriculum, assessment, and professional learning with the principles of science of reading
• Possesses strong interpersonal skills for building collaborative relationships with district personnel, other agencies, and stakeholders.
• Excellent written and verbal communication skills, ensuring clear, effective interactions
• Adaptable and flexible with the ability to work comfortably on committees and special projects, and manage shifting responsibilities.
• Understanding of and experience implementing best practices in adult learning theory.
• Possesses specialized knowledge of improving literacy skills in secondary students through science of reading-based instruction, curriculum, and assessment, as well as the ability to apply that knowledge to school and district improvement efforts.
• Have experience with curriculum and instructional materials adoption and implementation, ensuring alignment with research-based best practices.
• Demonstrated experience applying an equity lens to literacy instruction, curriculum, and assessment decisions, with a focus on creating inclusive and culturally responsive learning environments that support all learners.

DESIRED QUALIFICATIONS, SKILLS, ABILITIES:

• Bilingual or multilingual in Spanish, Vietnamese, Chinese, Russian, Somali

EDUCATION & EXPERIENCE:

• Valid teaching license and Master’s degree in education or related field
• Reading Intervention Endorsement
• 3 years of 6-12 literacy teaching experience, including supporting early literacy skills for older striving readers, and/or
• 3 years of coaching or leadership experience

Minimum Master’s Degree with training in education with emphasis in the appropriate fields of curriculum, instruction, and assessment, and a valid Oregon Teaching License. Experience teaching in a public school setting; experience facilitating professional learning in the areas of literacy curriculum, instruction, and assessment.

WORKING CONDITIONS:

Work is performed in a typical office environment, subject to moderate noise. Work may be performed hybrid environment with the supervisor’s approval.

PHYSICAL DEMANDS :

The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

1. Mobility: Ability to sit, stand, walk, and move around for extended periods of time.
2. Lifting: Ability to lift and carry up to 25 pounds.
3. Vision: Visual acuity to read and interpret written and electronic information.
4. Dexterity: Ability to use hands and fingers to handle, feel, and operate objects, tools, or controls.
5. Hearing/speaking: Ability to communicate and exchange accurate information so others will understand.
6. Emotional/Psychological: Ability to maintain composure and professionalism in challenging situations, remain empathetic and understanding towards individuals with diverse backgrounds and needs, handle stress and pressure effectively, and adapt to change in the workplace.

BENEFITS:

• The district pays full medical, dental, and vision premiums for eligible employees and dependents

• Two medical insurance plan options:
• Group Health Reimbursement Arrangement (HRA) or Opt-Out option
• MESD pays employees’ 6% Public Employees Retirement System (PERS) contribution

• Paid holidays, sick leave, and personal time off
• Tuition Reimbursement and Professional Development

This position is subject to board policies, administrative rules and procedures, department regulations and applicable state and federal statutes. This position does not carry administrative authority. All commitments outside of authorized programs and s ervices are subject to prior approval by the supervisor of this position.

NOTE: The description contained herein reflects general details as necessary to describe the principle functions of this job, the level of knowledge and skill typically required, and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work periods, or otherwise to balance the workload.

EQUAL OPPORTUNITY EMPLOYER

MESD recognizes the diversity and worth of all individuals and groups. It is the policy of MESD that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities, or employment.

Reasonable accommodations for the application and interview process will be provided upon request and as required in accordance with the Americans with Disabilities Act of 1990. Individuals with disabilities may contact the Human Resources Director for additional information or assistance. Speech/Hearing impaired persons may contact the district for assistance through the Oregon telecommunications Relay Service at ....