THIS IS AN INFORMATIONAL POSTING ONLY. ALL INTERESTED APPLICANTS MUST APPLY ON THE MILWAUKEE PUBLIC SCHOOLS RECRUITING WEBSITE TO BE CONSIDERED. https://www.milwaukeepublicschools.org/about/employment
Milwaukee Public schools is actively recruiting dedicated and highly qualified candidates for the Specialist II - Early Literacy (K3-Grade 3) positions.
Contracted through Milwaukee Public Schools, under the Wisconsin Department of Public Instruction (DPI) Wisconsin Early Literacy Coaching Program (WELCP), the Early Literacy Specialist works exclusively to strengthen a school''s early literacy systems (5K/3rd grade) and increase the percentage of students meeting or exceeding expectations on the reading portion of the 3rd grade Forward Exam.
The specialist serves as both a professional-learning facilitator and a system/instructional coach, supporting general and special education staff in implementing systematic, explicit, science-based literacy instruction that does not use three-cueing, consistent with Wis. Stat. § 118.015.
The Early Literacy Act 20 Coach (Specialist) position is funded by the WI Department of Public Instruction and WI DPI mandates deliverables from the coaches.
Qualifications
Required Licensure
- Wisconsin Reading Specialist License (17/5017) is required. If candidates do not currently hold the license, they must agree to be fully licensed within 18 months of their hiring date. MPS can not extend an offer of employment until DPI (or its designee) reviews and approves the candidate''s qualifications. The cost of obtaining the license is the selected candidate''s responsibility.
All of the Following Are Required
- Holds, or is eligible to hold, a Wisconsin Reading Specialist License (17/5017) within 18 months of the hiring date
- Meets the school/district''s background check requirements (or, absent one, a background check meeting the contract''s terms)
- Knowledge and demonstrated use of explicit, systematic instruction/assessment across all areas of science-based early literacy: phonological/phonemic awareness, oral language development, phonics, background knowledge, vocabulary, writing, comprehension, and fluency
- Knowledge and demonstrated use of techniques for explicit, systematic instruction that do not use three-cueing
- Knowledge and demonstrated use of strategies addressing reading achievement disparities (e.g., students with IEPs, characteristics of dyslexia, culturally/linguistically diverse students, students in poverty, English/multilingual learners)
- Successful experience delivering or supporting K-12 literacy instruction (as a classroom, special education, EL/multilingual, or reading teacher; a 5K/3rd grade coach; a building/district administrator; or a district reading specialist)
- Knowledge of best practices in early literacy coaching
- Knowledge of adult-learning principles (e.g., Learning Forward''s Standards for Professional Development)
- Demonstrated ability to build relationships with adults, communicate clearly (including in writing), and collaborate with teachers/administrators individually and in groups
- Understanding of the Wisconsin Standards for ELA (2020), especially 5K through 3rd grade
Plus at Least 4 of the Following 8 Qualifications
- Understands and can apply best practices in early literacy coaching (e.g., recent completion of Coaching: Cornerstone of Change, or developing proficiency in the DPI coaching model)
- Experience coaching individuals/small groups through analyzing student learning data and adjusting instruction
- Experience conducting classroom visits to collect data on adult practice
- Experience planning and facilitating professional learning on explicit, systematic, science-based early literacy (non-three-cueing) and instructional coaching
- Applies adult-learning principles in large- and small-group facilitation
- Experience coaching teachers on evidence-based strategies addressing reading achievement disparities, including modeling/co-teaching
- Experience identifying and removing barriers in universal reading instruction
- Understands and can coach systems using Wisconsin''s Framework for Multi-Level Systems of Support (MLSS)
Responsibilites
Deliverable #1: Complete the Duties of the Early Literacy Coach
- Align coaching efforts with school/district improvement planning (e.g., ESSA, IDEA)
- Collect, analyze, and act upon data on classroom and building level screening, diagnostic assessment, and personal reading plans; provide related professional learning
- Complete a school-level 5K¿3rd grade literacy audit using a DPI template (alongside MPS¿s Reading Specialist)
- Meet regularly with the building administrator to review progress data
- Maintain confidentiality of students, staff, and families
Deliverable #2: Facilitate Systems Change
- Implement or improve the local Multi-Level Systems of Support (MLSS) for early literacy
- Create and implement a DPI-format early literacy coaching plan (professional learning plus individual/small-group coaching cycles)
- Use DPI-provided professional-learning materials as given, without modification
- Coach individual educators or small groups using the DPI coaching model
- Comply with prohibited-duties limits
Deliverable #3: Participation in Professional Learning
- Attend a Wisconsin Equitable MLSS Project framework training (school team, including the coach and administrator), if not previously completed
- Participate in DPI-directed professional learning, both in person and virtual
- Develop and implement an individual learning plan guided by self-assessment and the DPI coaching model
Deliverable #4: Reporting on Implementation and Impact
- Maintain and submit monthly progress documentation using DPI templates: coaching logs, professional-learning artifacts/attendance, educator feedback forms, and evidence of Learning Forward-aligned practice
- Be represented in DPI''s annual legislative report (due October 15), covering coach counts, schools served, contracts entered/terminated, coach requests, Forward Exam/screening results, and training provided