2025-2026 District ELA Specialist - repost at Join Delaware Schools Consortium

POSITION: ELA Curriculum Specialist (Pre-K-5) 

LOCATION: District Office 

Terms of Employment: 10 Month position - grant funded position

REPORTS TO: Director of Elementary Instruction 

STARTING DATE: As soon as possible

PERFORMANCE RESPONSIBILITIES:

Curriculum and Instructional Design

• Demonstrated expertise in designing, writing, and implementing CCSS-aligned ELA curriculum and instructional units across K-5, grounded in the Science of Reading and other evidence-based literacy frameworks.
• Knowledge of and experience applying rigorous, standards-based instruction that includes explicit instruction, structured literacy model, interactive writing, and text-based discussions.
• Serves as a resource for ongoing implementation of ELA curriculum, literacy frameworks, and tiered interventions across the district.
• Builds district wide coherence in literacy instruction through cross-school collaboration, vertical alignment work, and resource development.

Assessment, Data, and MTSS

• Deep understanding of formative, summative, and diagnostic assessments and how to use data to drive instructional decisions and student growth.
• Facilitates implementation of the Capital School District MTSS framework, including:

  • Development and monitoring of curricular assessments and screeners;

  • Analysis and reporting of ELA data trends;

  • Collaboration with IST teams to ensure effective Tier I instruction and targeted Tier II/III interventions;

  • Support for the use and fidelity of intervention tools.
• Supports and facilitates implementation of cycles of improvement, such as co-labs, coaching cycles, walkthroughs, and professional development series.

Instructional Coaching and Support

• Provides strategic, targeted coaching to K–5 coaches and teachers to improve literacy instruction, with more intensive support for new or developing teachers.
• Coaches coaches and teachers in using differentiated instruction, flexible grouping, and instructional scaffolds to meet the needs of all learners.
• Assists with instructional walkthroughs and learning walks to support CCSS-aligned teaching practices.
• Meets monthly with instructional coaches to co-plan, model, and build shared instructional leadership capacity.
• Serves as a resource for building leaders and coaches to plan and strengthen PLCs and collaborative practices across schools.

Equity and Diverse Learners

• Knowledge of strategies to support MultiLingual Learners (MLLs) and Students with Disabilities (SWDs) using scaffolding, language supports, and universal design for learning (UDL).
• Promotes inclusive instructional practices and works with teachers to ensure access and equity in literacy learning for all students, including those with unfinished learning.
• Collaborates with school teams to reduce barriers to literacy success, including those related to opportunity gaps, bias in instructional materials or assessments, and classroom practices that do not reflect the diversity of student experiences.

Professional Learning and Development

• Designs and facilitates job-embedded, standards-aligned professional learning grounded in adult learning principles.
• Demonstrates a commitment to ongoing professional development to maintain and deepen expertise in evidence-based reading instruction by engaging in personal professional development to include reading research publications, attending relevant trainings and conferences, collaborating with literacy experts, and applying new learning to instructional coaching and curriculum design.
• Promotes collaboration and instructional dialogue through PLCs, coaching sessions, and team meetings.
• Supports the Comprehensive Induction Program (CIP) by collaborating with the district site coordinator to determine professional development needs of new staff and mentors and support building principals/lead mentors with planning and implementing PL as needed.

Communication and Collaboration

• Promotes collegiality and communication with educators and leaders through ongoing conversations and consultations around learners, instruction, and assessment.
• Serves as a thought partner and connector across schools to support coherent and aligned literacy practices.
• Collaborates with district and building leaders to monitor implementation and support instructional improvement.
   

Other Duties

• Performs other duties as assigned.

• Work during summer months to support ongoing professional learning initiatives and district curriculum development efforts.

Qualifications:

• Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.

• Meets certification requirements for Special Education and/or Elementary Education Teacher

• Master’s Degree in Reading/Literacy/Reading Specialist Certification or willing to get it

• Classroom teaching experience and instructional coaching experience at the elementary level

• Advanced training in the Science of Reading (LETRS Volume 1, LETRS Volume 2, Orton Gillingham, etc.) preferred

• Operational knowledge and expertise with the Common Core Standards in ELA, writing ELA curriculum, and leading PLC’s (Professional Learning Communities)

• Favorable Criminal Background Check and Child Abuse Registry Check for the candidate who is offered employment
• Tuberculin Test and physical
• Mandatory Direct Deposit of paycheck