Literacy Specialist at Holland Hall School in Tulsa, Oklahoma

Job Description:

WHO WE ARE

Holland Hall was established in 1922 and currently serves approximately 1,000 preK through 12th grade students in a coeducational setting. An Episcopal school distinguished by an excellent academic program and a student-centered environment emphasizing a holistic approach to education, we strive to provide a challenging, comprehensive educational experience grounded in a rigorous liberal arts college preparatory curriculum that promotes critical thinking and life-long learning. We seek to foster in each student a strong moral foundation and a deep sense of social responsibility. The Holland Hall community welcomes students of diverse racial, cultural, and religious backgrounds.

THIS POSITION

As a Literacy Specialist, you will play a pivotal role in supporting student reading development in the Primary School with some student support in the Middle School. This position is essential for providing targeted academic support to students facing challenges in reading. You will be instrumental in collaborating with our faculty to enrich reading instruction methodologies and implement effective intervention strategies. Additionally, you will act as a key resource in reading literacy for parents, teachers, and students.

As a community we have identified five Pillars of Excellence that distinguish our faculty and their work.

WHO YOU ARE - Five Pillars of Excellence

Mastery of Discipline and Child Development

• You demonstrate a deep understanding of child development as well as an appreciation of and respect for the age group in which you will be teaching.




• You effectively incorporate best practices grounded in mind, brain, and education science to identify and empower students to recognize strategies that improve learning outcomes.




• You are a proven expert in your field of teaching and you make use of feedback and pursue opportunities to learn and grow professionally.

Curriculum Design and Instructional Methods

• You create a classroom culture that fosters psychological safety, student agency, and a sense of belonging.




• You bring an understanding of and a willingness to design and facilitate curriculum and classrooms that are student-centered.




• You design assignments and projects that foster curiosity through inquiry and problem solving.




• You incorporate discussions, resources, and real-world learning experiences that engage students with content that is relevant and culturally representative.




• You use formative assessments and provide timely, action-oriented feedback to monitor and support student growth and learning outcomes.




• You provide opportunities for students to self-assess and reflect on their learning in order to develop a growth-mindset.




• You embrace and leverage the use of technology to enhance student learning.

Collegiality and Collaboration

• You have a willingness to share your knowledge, expertise, and experiences with others, helping both colleagues and students reach their goals.




• You find middle ground in relational interactions while honoring differences of perspectives, opinions, and values.




• You engage in purposeful work with others, sharing resources and responsibilities with colleagues to overcome obstacles and challenges.




• You actively create networks with colleagues, other schools, and professional organizations to continually grow your knowledge and demonstrate to others your commitment to lifelong learning.

Communication

• You demonstrate active listening, always seeking to understand and appreciate new perspectives so that you can provide support and guidance to colleagues, students, and families.




• You communicate learning outcomes clearly, offering effective feedback such that your students are able to grow as learners in your classroom.




• You are responsive to families in a timely manner and share important details and information throughout the year.




• You are accessible and available to your colleagues and are able to communicate important information to all constituencies in order to contribute to a positive team approach.

Professional Responsibilities

• You are committed to the reflective and active practice of personal and professional growth in areas of diversity, inclusion, and belonging that contributes to an affirming environment for students and colleagues.




• You are a reflective person who evaluates your instruction, assessment, and professional responsibilities and explores new ideas, research, and pedagogical practices that enhance the student experience.




• Your professional and personal conduct aligns with the mission and values of Holland Hall, especially in your relationships with students, colleagues, and parents.




• You act with integrity, care, and honesty and make wise decisions that are in the best interest of your students.




• You lead by example in your willingness to learn, challenge yourself, and take risks as you grow as a professional.




• You adhere to the expectations of the school with regards to punctuality, timeliness, dress, confidentiality while also embracing and contributing to the life of the school beyond your instructional role.

When you meet Holland Hall teachers, you will observe that they are joyful in their work with children, they are adaptive as they work to support all members of our close knit community. Our faculty appreciate the values of the Episcopal tradition and are committed to creating an outstanding experience for all who are a part of the Holland Hall School.

Responsibilities of Literacy Specialist:

• Student Support and Remediation:

  
  

  • Conduct detailed observations and assessments to develop tailored learning plans for students requiring academic support in reading.

  
  

  • Identify learning challenges and recommend appropriate academic resources or interventions that can be included by the teachers in their lesson and classes along with the support you provide the student.

  
  

  • Provide focused remediation to students, adapting strategies to meet diverse learning needs.

  
  

  • Actively support students in both the Primary and Middle School buildings.




• Collaboration with Faculty:

  
  

  • Work closely with faculty members to share best practices in reading instruction.

  
  

  • Assist in developing and implementing intervention strategies to enhance reading proficiency across varying skill levels.

  
  

  • Provide professional development and coaching to teachers for the integration of effective literacy practices in their instruction.

  
  

  • Regularly communicate with teachers, providing updates on student progress and collaborating on support strategies.

  
  

  • Support and coach implementation of the UFli curriculum in the Primary School. 




• Family Communication:

  
  

  • Maintain open lines of communication with families regarding student support needs, support provided, and progress made.

  
  

  • Attend parent-teacher conferences and academic progress meetings as needed.

  
  

  • Provide resources and guidance to families on how to support their child’s academic needs.

  
  

  • Connect students and families with academic resources and support services when necessary. 




• Assessment Administration:

  
  

  • Administer a range of reading assessments and reading readiness screenings.

  
  

  • Contribute to the admissions process by evaluating potential students' reading skills and providing insights to support admission decisions.




• Community Engagement:

  
  

  • Serve as a go-to expert for reading literacy, offering guidance and resources to parents, students, and faculty.

  
  

  • Organize and lead workshops or informational sessions to educate the school community about reading development and literacy strategies.




• School Participation:

  
  

  • Actively participate in various school-wide committees, contributing to broader educational initiatives and the overall academic mission of the school.

  
  

  • Engage in the broader school community by participating in the duty rotation schedule. This includes responsibilities such as supervising the car line, overseeing recess, and managing lunchroom duties, among other activities essential to the daily operation of the school.

• Master’s Degree in Reading, Literacy, Education, or a related field.




• Bachelor's Degree in Education or a related field. 




• A minimum of three years of teaching experience, preferably with a focus on reading and literacy.




• Experience in a literacy intervention role or as a reading coach is highly desirable.




• Demonstrated success in improving student literacy outcomes in previous roles.

Skills:

• Strong knowledge of reading instruction methodologies and literacy development strategies.




• Ability to assess reading levels and design appropriate intervention plans.




• Excellent communication skills for effective collaboration with teachers, parents, and students.




• Familiarity with a variety of literacy assessment tools and data analysis.




• Proficient in using technology to enhance reading instruction and track student progress.

Working Conditions

• Work day from 7:45 to 3:45. Faculty often must prepare lesson plans and meet with parents/students well before and after the above mentioned times.




• Be able to occasionally lift up to 40 pounds.




• Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.




• Activities include walking, standing, bending, kneeling, lifting, finger dexterity, grasping, repetitive motions, talking, hearing and visual activity.




• While performing the duties of this job, the employee is exposed to outside weather conditions on a twice-daily basis for approximately thirty minutes at a time.




• Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of this position.




• This position is not eligible for telecommuting.

The above essential functions are intended to describe the general nature and level of work being performed. They are not intended to be an exhaustive list of all duties, responsibilities, and skills. Employees are expected to perform other job-related duties as assigned.

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