TSA Early Literacy Common Core Teacher Leader (0.5 FTE) Prescott Elementary (2025-26)

Ref. PCN10749

Note: Eleven-month Teacher on Special Assignment - This positions compensation is based on the 10-month teacher schedule but carries an additional stipend.

BASIC FUNCTION: The primary goals of the Early Common Core Teacher Leader Position are to accelerate language and literacy outcomes of the sites Tk-1st grade struggling readers Long-term ELLs (LTELs) students At-Risk of becoming LTEL (AR) or Newcomer focal students and to build teachers capacity to ensure that diverse learners meet the demands of the Common Core. This Rainin Foundation-funded site-based E-CCTL Specialist will work in collaboration with site administrators and central Teaching & Learning/ELLMA and Early Childhood to improve student outcomes at the site and to inform the broader work in Oakland.

REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties knowledge or abilities associated with this classification but is intended to reflect the principal job elements accurately.)

ESSENTIAL FUNCTIONS:

• Support sites implementation of Common Core State Standards through a Balanced Approach to Literacy (Readers and Writers Workshop Model) and a focus on the Common Core Instructional Shifts (Academic Discussion Close Reading of Complex Texts Evidence-Based Writing) and the Four Ts (Text Task Talk Time).
• Support teacher understanding and implementation of Integrated ELD practices (across the content areas) with a focus on the 3 High Impact Practices (fostering interaction in academic discussion fortifying output and using complex text to develop complex language).
• Provide reading and language acceleration via small group Guided Reading to struggling readers and/or Language Learners.
• Facilitate ongoing inquiry-based site professional learning and lesson study.
• Participate as a member of school site Instructional Leadership Team to inform the schools instructional and professional learning focus.
• Attend weekly central professional learning to deepen content and pedagogical knowledge and participate in ongoing data analysis inquiry and collaboration around intervention coaching and facilitation with cross-site CCTL colleagues and Teaching & Learning support staff.
• Model co-plan and coach teachers at the site on Common Core aligned language and literacy instruction. Provide acceleration to focal students using the recommended resources and structure best aligned to their needs:

• Struggling tk-1st grade emerging readers LLI SIPPS or SEEDS interventions no more than five students per group
• Long Term English Learners - Academic Language and Literacy (English 3D iLit)
• Newcomer Students - Emerging Language and Literacy acceleration (Rigor Imagine Learning)
• As a lead learner regularly incorporate research-based best practices for focal students and support other teachers at the site to implement these practices.
• Maintain screening diagnostic and progress-monitoring data (i.e. SRI CELDT Fountas & Pinnell) of all focal students.
• Utilize a coaching and feedback cycle grounded in data (includes student work and video/recording of classroom instruction and coaching conversations) to support teacher growth and development.
• Meet regularly with central specialist principal and Leadership Team to develop and review site E-CCTL Theory of Action.
• Visit classrooms with principal every 6 weeks include central specialist.
• Facilitate professional learning focused on best language and literacy practices to support Common Core implementation such as:
• Facilitate ongoing inquiry-based site professional learning and lesson study.
• Support sites implementation of district reading instruction Balanced Approach to Literacy (Readers and Writers Workshop Model) and the Four Ts (Text Task Talk Time).
• Support sites implementation of Integrated ELD practices (across the content areas) with a focus on the 3 High Impact Practices (fostering interaction in academic discussion fortifying output and using complex text to develop complex language).

QUALIFICATIONS:

The District determines whether a candidate is qualified based on fulfillment of prerequisites relevant work experience ability to perform the essential functions reference checks effective interpersonal and communication skills demonstrated by interview performance and/or writing samples and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge skills and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position.

KNOWLEDGE OF:

• Implementing the Common Core State Standards and key shifts
• Backwards unit and lesson design experience
• Effective pedagogy curricular programs assessments and supplementary materials for historically underserved populations English and Standard English Learners. For instance: workshop model/balanced literacy for adolescents
• Effective methods and frameworks for professional development facilitation adult learning and coaching
• Interventions and curriculum including Leveled Literacy Intervention SIPPS and community based programs such as Reading Partners
• Observation-based coaching cycles
• Principles and practices of organization management (supervision and evaluation) and leadership
• California Department of Education and Other Frameworks governing work scope such as: Common Core Standards ELA/ELD Framework ELD Standards Content Standards Curriculum Response to Intervention/Multi Tiered Systems of Support Full Service Community Schools and Universal Design for Learning
• Technology particularly Google Applications and Microsoft Office and ability to adapt to new digital platforms (such as Teaching Channel)
• Diverse academic socio-economic cultural ethnic and disability backgrounds of District students and staff Correct English usage grammar spelling and punctuation
• Presentation communication and public speaking techniques

ABILITY TO:

• Plan organize and complete multiple projects simultaneously meet established timelines and deadlines and regularly evaluate outcomes
• Maintain a learner stance within Literacy department work as well as in engagements across departments and stakeholder groups. For instance: the foundational literacy expertise in K-5
• Implement the Common Core State Standards and key shifts
• Analyze challenges make decisions or recommendations and be responsible for those decisions Respond to requests for support and guidance (primarily email) in a timely manner
• Prepare and deliver clear and concise presentations to a variety of audiences (T&L colleagues cross-department personnel teachers administrators etc.) particularly around instructional materials guidance and strategies
• Determine staff development needs and develop strategic plans to learning opportunities to meet those needs
• Use a range of coaching strategies to support diverse teachers and administrators particularly in the context of observation and data-based coaching cycles
• Collaborate with multiple stakeholders: across content areas and with administrators district support and administrators and other partners
• Interpret communicate implement and maintain current knowledge of applicable federal state and District laws codes regulations policies and collective bargaining contract governing secondary education related programs and work scope to stakeholders
• Establish and maintain effective working relationships with others of diverse backgrounds experience and personalities and work with diverse school sites and conditions in a manner that achieves District goals
• Analyze interpret and communicate data to support adults to transform practice
• Communicate effectively in English orally and in writing and model communication skills using tact patience and courtesy to understand and respond to the needs and expectations of team members and others
• Operate personal computer related software and other office equipment and flexibly learn new applications and systems as needed
• Meet District standards of professional conduct as outlined in Board Policy
• Adapt to new digital platforms (such as Teaching Channel)

PREREQUISITES

• Bachelors degree from an accredited college or university
• Masters degree preferred
• Valid California (or Out-of-State) Teaching Credential with English Learner authorization
• Five (5) years of successful classroom teaching experience and strong language literacy pedagogical and content knowledge
• Two (2) recommendations from instructional supervisors (for example principal)
• One (1) recommendation from a teacher coached by the applicant or for whom applicant has provided professional learning. If not available then a recommendation from a colleague the applicant has supported through peer observations/collaboration.
• Experience with language/literacy intervention for struggling readers and/or English Language Learners Coaching experience specifically in observation-based coaching cycles
• Experience facilitating professional development and application of adult learning theory or success in a site leadership role
• Experience with Readers and Writers Workshop Model and Balanced Approach to Literacy
• Valid California Drivers License if applicable

PRE-EMPLOYMENT PROCESS:

Employment eligibility will include fingerprints tuberculosis and/or other employment clearance

WORKING CONDITIONS

ENVIRONMENT:

Office and diverse school site environments; driving a vehicle to conduct work; fast-paced work; constant interruptions

PHYSICAL REQUIREMENTS:

Consistent mental alertness; sitting or standing for extended periods of time; lifting carrying pushing and pulling objects up to 30 pounds occasionally 30 pounds; bending and twisting at the waist reaching overhead above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read write and use the computer; hearing and speaking to exchange information in person or on the telephone and make presentations.

NON-DISCRIMINATION POLICY:

The Oakland Unified School District does not discriminate in any program activity or in employment on the basis of actual or perceived race religion color national origin ancestry age marital status pregnancy physical or mental disability medical condition genetic information veteran status gender sex or sexual orientation.

Alondra Rios Title IX Coordinator & Investigator Office of the Ombudsperson/Title IX Cole Campus 1011 Union Street Site 906 Oakland CA 94607 Office Direct FAX via email at

Gabriel Valenzuela Ombudsperson/Title IX Coordinator/CCR Title 5 Coordinator/Equity Officer and Title II Americans with Disabilities Act (ADA) Coordinator Office of the Ombudsperson/Title IX Cole Campus 1011 Union Street Site 906 Oakland CA 94607 Office Direct FAX via email at

Justin Anderson Director Health Services & Section 504 Coordinator Special Education

Department (Santa Fe Campus 915 54th Street Oakland CA 94608). Office FAX: or via email at or at

Required Experience:

IC