- Administers the multi-state RR training center ·Plans trainings for teacher leaders based on sound theoretical knowledge and research.
- Budgetary decision-making for overall RR training and research program, in collaboration with Director.
- Collaborates with Project Manager to facilitate all off- and on-site RR functions; on production and purchasing of needed training materials; and on content of marketing materials.
- Teaches courses and provides professional development for Reading Recovery teacher leaders and administrators on- and off-site ·Plans and directs the yearly portfolio of training development and delivery of teacher leader training and related professional development offerings. Includes three year-long classes (Theory, Clinical, Leadership) and a summer assessment course for teacher leaders-in-training.
- Designs and delivers training sessions on- and offsite for teacher trainers, administrators and school literacy teams.
- In accordance with certification requirements, teaches one or two Reading Recovery students in a local school during the school year.
- Provides face to face and online training to Leveled Literacy interventionists, literacy coaches and other early literacy educators. ·Designs training sessions and ongoing professional development for literacy interventionist teachers who work with small groups and classroom teachers.
- Designs and delivers professional development sessions and courses for teachers, coaches, and administrators.
- Liaison to schools and districts for Reading Recovery and Early Intervention ·Makes site visits to a roster of training sites and teacher leaders in a multi-state region to support high quality implementation of early literacy intervention.
- Monitors school implementations via email, phone and ongoing professional development sessions.
- Problem-solves implementation issues with district administrators, principals, and RR teacher leaders.
- Tracks progress and concerns of and about RR teacher leaders and school implementations through notes, correspondence.
- Reads and comments on reports from schools.
- Author/co-author of materials for program use and to advance the field ·Collaborates with CRR faculty, teacher leaders and others to create publications and audiovisual materials to support trainings and advance the field.
- Initiates ideas for materials and technology to disseminate sound theory and practice.
- Contributes to the stature and presence of the Center through external relationships and presentations ·Presents at and participates in CRR-sponsored conferences and other education conferences at national and regional levels.
- Serves on committees, participates in ongoing professional development and advancement of the field as required by national model standards and guidelines.
- Engages in advocacy, awareness, and recruiting functions, including communication with state and local policymakers.
- Contribute to Program Research and Evaluation of Center for Reading Recovery offerings ·Works with CRR researchers and faculty as well as colleagues at other university training sites to guide program evaluation and research.
- Analyzes and responds as necessary to formal and informal evaluations of programs and trainings.
- Participates as needed in reviewing Requests for Proposals for grants and contracts. With faculty, research and grant staff, generates ideas for training research, development and evaluation projects with potential for grant funding.
- Ph.D. or Ed.D. in Reading Instruction, Literacy and Language Development, Elementary Education, or related field or in final phase of completion.
- Interest in developing an extensive understanding of current literacy theory and effective literacy practice and Reading Recovery.
- Must be able and willing to travel to a range of training sites to conduct site visits and provide professional development.
- Experience in teaching or staff development of teachers in literacy; experience in field-based staff development (e.g., coaching, supervisory reading specialist).
- Proficiency in using computer software, such as MS Word, Excel, PowerPoint, Filemaker or similar software.
- Demonstrated excellent administrative, organizational, communication, interpersonal, supervisory/ leadership and problem-solving skills.
- Record of strong initiative, high energy level, flexible schedule, and the ability to work independently and as part of a team.
- Demonstrated commitment to research, publication and presentations.
- Must have a valid U.S. driver’s license and a schedule that allows occasional evening and weekend work, as well as travel for up to a week at a time.
- Must be authorized to work in the United States; if you hold a visa, does your visa status allow you to work at Lesley University.
A cover letter, CV/resume, and contact information for three references must be included for full consideration.
Applications will be reviewed upon the establishment of an appropriate pool of candidates.
Background checks are required for all positions.