| Summary Description: Under the supervision of the Division of Teaching and Learning, the PreK–12 English Language Arts Instructional Specialist serves schools directly as part of a Cross-Functional Team, supporting teachers and school administrators in the delivery of high-quality literacy instruction. As a core member of a cross-functional team, the instructional specialist spends 80% of their time working in the field, providing direct service and support to schools. The cross-functional team model is designed to ensure coordinated, responsive, and integrated support, allowing schools to receive real-time coaching, resources, and professional development tailored to their unique needs. Collaboration, adaptability, and responsiveness are essential, as the specialist works alongside other central office staff to align instructional support with school improvement goals. Accountability & Supervision: The instructional specialist is accountable to the School Leadership Director but is supervised and evaluated by a subject-matter expert supervisor. This structure ensures alignment between school-based priorities and system-wide instructional initiatives, fostering a collaborative and coordinated approach to improving PreK–12 English Language Arts instruction.
Physical Demands: As required by the duties and responsibilities of the job.
Special Requirements: Occasional evening and weekend work to meet deadlines.
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Knowledge, Skills, Abilities: Thorough knowledge and experience in the implementation of PreK–12 English Language Arts curricula and the development and delivery of professional development to support all learners. Thorough knowledge of structured literacy and the critical components and principles of effective literacy instruction. Thorough knowledge of foundational concepts in the development of oral and written language, including emergent literacy and early language development. Ability to coach, model, and build the knowledge and skills of PreK–12 teachers and leaders in the delivery of evidence-based literacy instruction through a Multi-Tiered System of Supports framework. Thorough knowledge of effective instructional practices for all types of learners, especially students with disabilities, Emergent Multilingual Learners (EMLs), and highly able learners. Thorough knowledge of Universal Design for Learning, effective differentiation, equitable practices, and the role of culturally relevant curriculum development and implementation. Excellent organizational and management skills. Excellent skills in collecting, analyzing, and using data to support instructional decisions for students. Ability to support schools in the collection, interpretation, and analysis of multiple sources of data to identify targeted needs of students in oral language, phonological awareness, phonemic awareness, phonics, fluency, vocabulary, comprehension, writing, and language development, and to align appropriate literacy instruction. Ability to collaborate with school leaders and school-based teams to schedule, implement, and monitor progress on a continuum of literacy instruction that addresses a varied range of literacy needs within a school building. Strong collaboration and coaching skills, working effectively with principals, leaders, teachers, and central office staff to support school improvement initiatives and high-quality literacy instruction. Exceptional organizational, communication (oral and written), time management, project management, and human relations skills. Strong presentation and facilitation skills, with the ability to lead professional learning experiences for diverse audiences. Proficiency in using multiple data platforms, Google Suite, Microsoft Suite, Canvas, and other MCPS technology platforms used for collaboration, coaching, and instructional design.Knowledge and application of the six performance standards that have been established for the Montgomery County Public Schools (MCPS) Teacher Professional Growth System (TPGS). |
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Education Training Experience:Master’s degree or equivalency from an accredited college or university with courses in curriculum development, reading acquisition, early childhood education, elementary education, secondary education, special education, assessment/evaluation, administration and supervision, reading specialist, staff development, English Language Development (ELD), or accelerated and enriched instruction. Training and/or certification in Language Essentials for Teachers of Reading and Spelling (LETRS) preferred. Training and experience in delivering components of structured literacy preferred. Five years of successful experience as a classroom teacher. PreK–12 teaching and school leadership experiences preferred. Extensive experience coaching and/or providing professional learning to develop a literacy program that meets the needs of all students. Successful experience developing and supporting curriculum implementation. Other combinations of applicable education, training, and experience that provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.Certificate License:Meets Maryland State certification requirements as an early childhood, elementary, middle, or high school teacher; ELD or special education teacher; reading specialist; or in any of the other certification areas relevant to the PreK–12 curriculum. |
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Example Duties:(Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or ability associated with this classification, but is intended to accurately reflect the principle job elements.) Works directly with school-based leadership teams to support school improvement efforts through job-embedded professional learning, co-teaching tier 1 instructional practices, coaching, and collaborative planning. Analyzes student assessment data and classroom observations to identify trends, inform instructional decisions, and refine teaching practices. Designs and leads professional learning sessions that support teachers in implementing high-quality curriculum and evidence-based instructional strategies. Collaborates with school administrators, instructional leadership teams, and specialists to align instructional approaches with school improvement goals and district priorities. Supports teachers in implementing curriculum with fidelity, ensuring that instructional materials and strategies are responsive to student learning needs. Leads and facilitates collaborative planning sessions, helping educators anticipate student misconceptions and refine instructional delivery. Provides differentiated instructional support for English learners, students with disabilities, and those requiring intervention or enrichment to ensure equitable access to rigorous content. Stays informed on current educational research and best practices, integrating new insights to enhance instructional effectiveness. Observes and assesses instructional practices, using data-driven feedback to support teacher growth and improve student learning outcomes. Advances equity by promoting inclusive teaching practices, ensuring all students receive high-quality, grade-level instruction. Engages in special projects and professional learning opportunities to continuously refine expertise and enhance school-based support efforts. |
