Literacy Training support Specialist- Northern Indiana

Marian University•Indianapolis, IN

About The Position

Marian University’s Center for Vibrant Schools seeks a Literacy Training Support Specialist (LTSS) to advance the university’s Catholic Franciscan mission and identity by providing science-of-reading-based training and support to school-based instructional coaches in schools supported by the Marian University Literacy Institute. The position requires knowledge of literacy instruction, assessment, and instructional coaching aligned with the science of reading. The LTSS plans and leads professional learning for instructional coaches and works with coaches and administrators to review and respond to student literacy achievement data. The LTSS develops relationships with school administrators, instructional coaches, and faculty; visits participating schools in person at least monthly; supports instructional coaching and data-informed continuous improvement; and plans or facilitates professional development responsive to school needs. The role includes regular communication with coaches and the Literacy Institute Project Management Team, documentation and monitoring of coaching support, participation in ongoing professional learning, and maintaining coaching and mileage records. The position also requires compliance with Marian University policies and procedures, confidentiality requirements, FERPA and HIPAA guidelines, and department expectations. The employee must perform the essential functions with reasonable accommodation where applicable. Marian University is an Equal Opportunity Employer, and continued employment is at-will.

Requirements

Bachelor’s degree required.
At least five years of teaching experience.
Early Literacy Endorsement required.
Knowledge of literacy instruction, assessment, and instructional coaching aligned with the science of reading.
Ability to perform the essential duties satisfactorily, with reasonable accommodation where applicable.
Ability to maintain appropriate confidentiality and comply with FERPA, university regulations, and HIPAA guidelines.
Ability to work the hours necessary to perform job requirements satisfactorily and manage absences responsibly.
Ability to meet deadlines.
Strong written and oral communication skills.
Proficiency in Microsoft Office.
Ability to multitask and prioritize.
Physical ability to regularly sit, use hands to handle or feel objects, equipment, or controls, and talk or hear; occasional standing, walking, reaching, climbing or balancing, and stooping, kneeling, crouching, or crawling; occasional lifting or moving of up to 50 pounds. Required vision abilities include close and distance vision and adjusting focus.

Nice To Haves

Master’s degree preferred.
Experience securing, managing, or supporting grant-funded initiatives.
Experience as an instructional coach preferred.
Successful teaching experience, including teacher leadership opportunities.
Experience organizing and leading professional development for teachers in literacy.
Strong organization and diligence in completing tasks.
Deep working knowledge of the science of reading, especially literacy instruction and assessment, and ability to stay abreast of developments in the field.
Experience selecting, critiquing, implementing, and evaluating curricular materials.
Practical understanding of how Special Education, English as a New Language, and dyslexia needs intersect with the science of reading.
Knowledge of the K–12 instructional system.
Deep knowledge of and experience with professional development best practices.

Responsibilities

Model and actively engage the Catholic Franciscan mission and identity, including the Franciscan Sponsorship Values and institutional policies.
Support planning and facilitation of training for instructional coaches and administrators supported by the Literacy Institute.
Participate in Literacy Institute training focused on instructional coaching, literacy instruction, and assessment.
Develop and maintain supportive relationships with school administrators, instructional coaches, and school faculty.
Share LTSS roles and responsibilities with leadership and coaches at supported schools.
Visit participating schools in person at least once per month.
Review curriculum, instruction, and assessment through the lens of research-based reading instruction.
Support robust instructional coaching, including mini and full coaching cycles with data-driven outcomes.
Review class-level and grade-level progress-monitoring data and analyze local formative assessment data during interim assessment windows.
Support school administrators with continuous improvement in literacy instruction.
Review and analyze school data and serve as a thinking partner with school staff on continuous improvement in literacy instruction.
Plan, lead, or co-lead school-level professional development when requested.
Make at least three contacts with school-based instructional coaches each week by email, phone, or written note.
Provide monthly feedback to the Literacy Institute Project Management Team about instructional coaching support implementation using data collection instruments.
Participate in ongoing professional development for instructional coaches and administrators to strengthen coaching practices and literacy-related pedagogical knowledge.
Facilitate small-group discussions during professional development sessions.
Monitor and provide oversight and problem-solving support for coaches implementing project goals guided by assurances and approved by the Literacy Institute Project Management Team.
Provide ongoing coach support and training, including feedback on effective data-driven coaching practices, and plan or facilitate professional development for supported schools.
Stay familiar with current literacy research and project-provided curricular resources, seeking support as needed.
Develop coaching skills and participate in LTSS professional development, including professional readings for continuous learning and improvement.
Attend monthly virtual meetings with the Literacy Implementation Manager and/or Training Specialist.
Consult routinely with the Literacy Implementation Manager or other Project Management Team members and seek support when needed.
Document interactions with school-based instructional coaches for Project Management Team monitoring.
Maintain accurate mileage reporting using approved forms and systems.
Review instructional-coach feedback, identify actionable items, and report needs and subsequent actions to the LPM.
Maintain coaching data.
Continue learning new strategies for coaching, teaching, and learning; seek constructive feedback; and support Literacy Institute colleagues through professional relationships.
Follow Marian University policies and procedures; maintain appropriate confidentiality; adhere to FERPA, university regulations, and HIPAA guidelines; communicate with the supervisor about department issues; meet productivity standards; participate in department goal-setting and measurement; and adhere to the department budget.
Work the hours necessary to satisfactorily perform job requirements and manage absences responsibly to ensure service to clients, teams, and coworkers.
Perform other job-related duties as requested by the supervisor and comply with applicable federal and state laws.