Job Goal: 

The role of the Birth to Five Literacy Mentor will be to provide ongoing support for new teachers with 3 or less years of service in schools with high teacher turnover and/or high numbers of teachers new to the field and teachers implementing Leading and Learning (L&L) innovations. The Birth to Five Literacy Mentor supports new teachers in the use of evidence-based practices through planning, modeling, observing, and providing feedback and to enhance teacher and leader collaboration. The Birth to Five Literacy Mentor provides training and support for a cohort of selected schools and early childhood sites, as identified in the CLSD 2024 application. The Birth to Five Literacy Mentor works with district-level and school-level staff to ensure all students receive high quality literacy instruction and to increase the population of highly effective teachers and childcare providers. Approximately 80% of the Birth to Five Literacy Mentor’s time must be spent directly supporting new teachers.

 

Qualifications (minimum education, licensure, skills, and/or experience):   

• Bachelor’s degree in education (Pre K-third grade)
• Valid and current Louisiana teaching certificate in PK-3, Nursery School, Kindergarten, Early Interventionist Birth-5, or Noncategorical Preschool Handicapped in order to meet LA4 Pre K teacher qualifications (Note: Louisiana Early Childhood Ancillary Certificate does not meet the certification requirement for this position)

 

Additional Knowledge, Skills, and Experience Required:

• Minimum of 3 effective years of experience as a certified ELA teacher
• Science of Reading trained or plan to complete training within the calendar year
• Proven results when working with struggling readers
• Strong knowledge of how children learn to read
• Knowledge and experience working with high-quality reading curriculum

 

Additional Knowledge, Skills, and Experience Preferred:

• Knowledge of the Teachstone Pre K-3rd, Toddler, and/or Infant CLASS tool
• Current CLASS observer certification
• Highly Proficient or Excellent scores on the CLASS teacher evaluation tool
• Knowledge of the PELI (Preschool Early Literacy Indicators) assessment and reporting tools
• Knowledge of the state mandated Teaching Strategies developmental assessment and reporting tools
• Knowledge of Louisiana Early Learning and Development (ELD) Standards
• Knowledge of Louisiana Type III Child Care Licensing Regulations
• Experience working with children ages Birth to Five years in Pre K classrooms, Type III Child Care Centers, and/or Family Child Care settings

 

Essential Duties and Responsibilities:

• Oversee the implementation of two of three evidence-informed L&L Innovations as measured by scaling the Innovation to at least one additional site within the LEA by the end of the subgrant.
• Spend 80% of their time supporting teachers
• Coach teachers through implementation of high-quality instructional materials
• Observe teachers, provide feedback, and identify next steps to improve instruction in core ELA instruction and intervention for the purpose of support and not evaluation through high-quality instructional materials
• Provide teachers with instructional support in five areas: theory underlying instruction, demonstration of
• evidence-based strategies, observation of teachers practicing evidence-based strategies, feedback and reflection about instruction, and supporting collaboration

• Build collaborative relationships among schools, ECEs, and LEAs for teachers and leaders to learn from each other
• Support coherence of literacy instruction across the schools supported and throughout the LEA
• Support school and school system leaders in the development and monitoring of a local literacy plan
• Participate on the LEA-Level Team to bring insights and perspectives from site-level collaboration, ensuring feedback and continuous improvement

• Provide teachers with localized ELA supports while also leveraging the communication, feedback, and support of LDOE
• Collaborate with school systems staff and Department staff to evaluate and improve program implementation

• Report on program implementation to key stakeholders
• Demonstrate and communicate an unwavering belief in all students’ abilities to become successful readers
• Participate in all LDOE and school system mandated professional development, including monthly LDOE Communities of Practice and Teacher Leader Summit

• Stay abreast of the research and elevate evidence-based strategies for instruction and professional learning development to share with the teachers

 

 Terms of Employment:  Ten (10) months