A position has been declared open in Weber School District for a Secondary Reading Curriculum Teacher Leader. This stipend-paid position will last for the 2024-2025 school year, and is an “add-on” position to a current certified employee.

Applicants shall apply at wsd.tedk12.com/hire. Files will be be reviewed before interviews are scheduled.

**ONLY CURRENT CERTIFIED EMPLOYEES OF WEBER SCHOOL DISTRICT NEED APPLY**

Summary Description:

The Secondary Reading Curriculum Teacher Leader is a critical lever in improving student achievement specifically in reading. The role of the Secondary Reading Curriculum Teacher Leader is to build teacher capacity and to develop their understanding of highly effective instructional practices for reading through modeling, co-planning, co-teaching, curating curriculum, and providing feedback to teachers. The Secondary Reading Curriculum Teacher Leader will be a critical component in ensuring the success and growth of WSD secondary reading teachers, developing and enhancing teacher knowledge of effective, explicit  instruction, and supporting teacher analysis of student data to inform instruction.

This position DOES NOT include the evaluation of certified colleagues.

General Qualifications:

• Has at least a bachelor’s degree in education and a current Utah Teaching License
• Has successfully completed the University of Utah Tier 1 Text training/certification process for either high school or junior high school instruction. 
• Has effective communication, collaboration, and interpersonal skills for building an environment with a common instructional focus, promoting initiatives, and furthering the mission of district and school leadership
• Has effective time management skills to be effective in multiple roles

Foundations of Instructional Coaching and Curriculum Curating:

• Utilizes the coaching model which includes, Pre-partnership, Collaborative Planning, Implementation, Reflection, and Follow-up
• Has a strong belief that each student and teacher can grow and learn at high levels
• Professionally supports teachers in creating and accomplishing goals aligned with the vision and expectations of the school and district through high-quality coaching practices
• Effectively improves student outcomes through building the capacity of the educators to use best practices to meet student needs
• Builds trusting relationships through clear communication that is non-threatening and objective
• Effectively listens and communicates by asking probing and reflective questions
• Supports the Professional Learning Community (PLC) process within the school
• Helps teachers and teams analyze and utilize data to guide instructional decision-making and practices
• Understands the differences between grade-level student development and pedagogy
• Ensures that all related personnel are appropriately trained and assigned in order to facilitate high levels of learning for all students

Adult Learning Theory:

• Applies the theories of adult learning effectively during coaching and professional learning
• Recognizes and supports the stages of educators’ development and helps identify and build their levels of self-efficacy to increase effectiveness
• Understands and applies theories of change that encourage a growth mindset and professional progress
• Designs and facilitates professional learning using adult learning theory, effectively honors experience, and differentiates coaching and professional learning to meet the needs of educators
• Uses technology effectively to engage teachers in professional learning 
• Employs reflection as a strategy to frequently self-evaluate instructional design, delivery, and response 

Instructional Design and Assessment:

• Facilitates and guides alignment of instruction and assessment to state standards and competencies
• Models and facilitates instructional planning through intentional pacing, alignment to frameworks, and mapping out concepts to ensure that an effective sequence is followed
• Models effective instructional design theories such as backward design, universal design for learning, explicit instruction, gradual release, inquiry, and/or collaborative learning
• Understands assessment designs and the different modalities of assessing students
• Facilitates data analysis of different formative and summative assessments to inform instruction
• Utilizes a strong knowledge of evidence-based resources to meet the needs of all students and identifies options for differentiation and tiered instruction
• Is familiar with and utilizes CommonLit strategies, assessments, and resources regularly and is familiar with how the resource works with students, teachers, and data analysis

Strategies for Effective Instructional Delivery:

• Share current research on best and most effective strategies, including educational technology, supported by the District for delivery and engagement
• Collects data and shares strategies to help educators increase student engagement, motivation, and participation 
• Promotes effective, positive classroom management, and restorative practices
• Has a deep knowledge of Utah’s Effective Teaching Standards

Effective Leadership and Collaboration:

• Fosters positive, productive relationships with all stakeholders that allow for effective collaboration
• Effectively creates an alignment of state, district, school, team, and individual goals for educators
• Advocates for and models equity across all practices
• Promotes and models self-advocacy by educators and students
• Facilitates critical conversations and conflict resolution
• Engages in continued learning, growth, and reflection on instructional coaching practices
• Presents for PD and training days in an effective and professional manner. 

WEBER SCHOOL DISTRICT IS AN EQUAL OPPORTUNITY EMPLOYER.