The Literacy Specialist position within the Center for Applied Research and Educational Improvement (CAREI) supports development and delivery of professional services and resources for educators that focus on evidence-based instructional practices in literacy. The primary purpose of the CAREI Literacy Specialistâ™s work is to improve the quality of education for all learners. This position will be responsible for leading a variety of assigned projects around the implementation of evidence-based literacy practices. The position requires an in-depth level of knowledge of the science of reading, multi-tiered systems of support, and implementation science.
The ideal candidate will have expertise in the field of education leadership and systems improvement as well as experience working in school districts, school settings, and/or state educational agencies around literacy and Multi-Tiered Systems of Support (MTSS)
The University of Minnesota encourages a healthy work life balance for employees. CEHD is committed to an excellent employee experience, offering a flexible work environment that meets the needs of students, staff, faculty, and the communities we serve. Flexible work arrangements may include flexibility in schedule and/or work location. Please note that 100% remote work requires approval prior to offer.
Job Responsibilities
Program Implementation (70%)
Advise school districts and other educational agencies on improving their implementation of literacy improvements within an MTSS framework.
Lead development and implementation of highly complex or specialized services, including literacy coaching, and programs related to literacy that have a broad impact.
Build capacity with district and/or school leadership teams and teachers to incorporate proven instructional practices to promote high levels of literacy among all student groups.
Consult with principals, instructional leaders or literacy coaches, and teaching staff in schools and districts to analyze their needs and problem-solve for practical solutions.
Develop and implement change management strategies and plans while supporting educators to implement evidence-based literacy practices.
Develop data collection plans and tools to inform ongoing evaluation of services and program outcomes with reporting to school leaders.
Establish and adhere to collective agreements with respect to the designated professional learning approach, program resources, coaching tools, and language so that consistent approaches are disseminated to participating schools and districts.
Model and maintain effective communication and productive, positive, and professional interpersonal relationships.
Maintain a focus on the work of promoting proficiency in reading for all students.
Support organizational equity goals and employ strategies to increase diversity, equity, and inclusion in all job responsibilities.
Program Development (25%)
Guide development of digital professional learning and curricular materials for elementary educators that demonstrate knowledge of research-based approaches to literacy and practical application.
Identify and/or build tools and resources to assist schools in improving data-based decision-making practices.
Receive and offer feedback on developed resources. Utilize reviewer feedback to make revisions that demonstrate an understanding of specific feedback as well as big-picture goals.
Collect and analyze data for continuous improvement in services and resource development.
Monitor project timelines and meet tight deadlines, when necessary.
Other (5%)
Attend regular team meetings.
Other duties as assigned.
Required Qualifications
Masterâ™s Degree in Education or related fields
Minimum of eight years of related experience including delivering training/professional development to adult learners and experience in a coaching-related role at a systems level
Ability to collaborate effectively with people from a variety of communities, backgrounds, and identities
Previous successful leadership experience working with adult learners
Technology skills for designing and delivering professional learning and communications
In-depth knowledge of significant topics related to elementary and/or secondary literacy
Flexibility in daily work schedule to accommodate school/location-based needs
Preferred Qualifications
Bilingual English/Spanish and/or other languages
Professional development/training grounded in the science of reading (e.g., LETRS, CORE, etc.)
Background in theory, research, and the practice of elementary literacy education
Experience with implementation of an MTSS or Response to Intervention (RtI) framework at a system level
Acquired comprehensive knowledge, skills, and abilities related to the science and practice of implementation
Familiarity with current research in reading/writing and effective instruction
Knowledge of best practices in literacy instruction for multi-language learners
Experience with collecting, analyzing, and interpreting student performance data in the area of reading
Excellent oral, written, and computer-based communication skills
The University of Minnesota, founded in the belief that all people are enriched by understanding, is dedicated to the advancement of learning and the search for truth; to the sharing of this knowledge through education for a diverse community; and to the application of this knowledge to benefit the people of the state, the nation, and the world.
