Literacy Across Curriculum Specialist

Job Description

Job Description

Job Purpose:

The Taaleem Literacy Across the Curriculum Coordinator embodies, radiates and transmits the unique Taaleem ethos of excellence, innovation, creativity and compassion. Through inspirational leadership and teaching, with a deep understanding of students’ individual learning needs, the Taaleem Literacy Across the Curriculum Coordinator strives to ensure that our consistent approaches to literacy instruction, in both Arabic and English,  lay firm foundations for academic and professional success, personal and spiritual fulfilment and a love of lifelong learning in each and every one of our students. All Taaleem teachers and leaders inspire young minds. 

Key Relationships (Internal and External)

Students, teaching staff across phases/subjects, with a particular emphasis on working collaboratively with the HoD English and Arabic and ELL lead, parents and the school Principal, Heads of School, Assistant Principal for KG and Associate Principal (Curriculum), Taaleem Teaching School, The Knowledge Fund, KHDA and Emirates Literature Foundation. (ELF)

Key Accountabilitie

Leaderships:

• Serves as a coordinator and facilitator of literacy across the curriculum instructional content, with high-level expertise and ability to adapt according to the school’s needs.
• Demonstrates expertise, trains others, and oversees the effective development of beginning reading skills, phonics, and phonological awareness across the school to close attainment gaps.
• Drives consistency and effectiveness of core literacy instructional strategies across both Arabic and English medium subjects.

• Conducts needs assessments and analyzes student and school data at key points in the year, and over time, to determine literacy areas requiring emphasis and support.
• Provides consultative expertise to leaders and teachers, reflecting the full range of evidenced student needs.
• Works collaboratively with representatives from partner organizations to oversee and facilitate the implementation and management of literacy across the curriculum initiatives, including the Reading for Pleasure initiative.
• Works collaboratively with Literacy Across the Curriculum Coordinators across Dubai Schools to improve the quality and consistency of literacy instruction.
• Promotes a love of reading culture across the school through leadership of different initiatives.
• Assists the Principal, Elementary Principal and Middle/High School Principal, and Associate Principal (Curriculum) with literacy policy development and overall effectiveness of the program.
• Leads on the development of parent workshop opportunities which engage parents to be active partners in the development of core literacy skills in Arabic and English.
• Oversees the functioning of the library and supports the procurement of books and library resources.

Teaching

• Uses allocated student contact time to model best practice in literacy instruction, support staff professional development and pilot new approaches and resources.
• Leads, coordinates and delivers targeted interventions which result in accelerated student progress and contribute to the closing of the attainment gap.
• Leads, coordinates and delivers enrichment activities for students who are above proficiency in Arabic and English Language in partnership with the Lead for Gifted & Talented/More Able

Continuing Professional Development

• Keeps under review colleagues’ methods of literacy instruction and program of work.
• Leads on the development and delivery of professional development events and resources that reflect the latest research, standards, and policy in literacy instruction.
• Conducts and stays abreast of subject area research to remain current with the latest developments in literacy and works collaboratively in sharing these resources.
• Participates in arrangements for her/his further training and professional development as a teacher.

Curriculum Development

• Leads and manages literacy across the curriculum resource development.
• Embeds UAE heritage and culture within the literacy curriculum.
• Oversees the vertical alignment of the English and Arabic curricular approaches to ensure consistency of the student experience.

As a broad guideline, the time allocation to fulfil the varied responsibilities of the role will include:

• 50% monitoring, mentoring, and coaching staff across all subjects on literacy across the curriculum instructional strategies.
• 30% direct student contact time through teaching and the delivery of interventions, as outlined above.
• 10% focused on parental engagement and professional development.
• 10% partnership working and development.
• Taaleem Professional Teachers’ StandardsTeachers make the education of their students their first concern and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents and other stakeholders in the best interests of their students. Part One: Teaching A teacher must:
• Set high expectations which inspire, motivate and challenge students:
• Establish a safe and stimulating environment for students, rooted in mutual respect.
• Set goals that stretch and challenge students of all backgrounds, abilities and dispositions
• Demonstrate consistently the positive attitudes, values and behavior which are expected of students.
• Promote good progress and outcomes with/for students:
• Be accountable for pupils’ attainment, progress and outcomes
• Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
• Guide pupils to reflect on the progress they have made and their emerging needs
• Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• Encourage pupils to take a responsible and conscientious attitude to their own work and study
• Demonstrate good subject and curriculum knowledge:
• Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain students’ interest in the subject, and address misunderstandings
• Demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship.
• Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject.
• If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
• Plan and teach well-structured lessons:
• Impart knowledge and develop understanding through effective use of lesson time
• Promote a love of learning and students’ intellectual curiosity
• Set homework when appropriate and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.
• Reflect systematically on the effectiveness of lessons and approaches to teaching.
• Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
• Adapt teaching to respond to the strengths and needs of all pupils:
• Know when and how to differentiate appropriately, using approaches which enable students to be taught effectively
• Have a secure understanding of how a range of factor scan inhibit students’ ability to learn, and how best to overcome these.
• Demonstrate an awareness of the physical, social and intellectual development of students, and know how to adapt teaching to support pupils’ education at different stages of development
• Have a clear understanding of the needs of all students, including those with special educational needs; those of high ability; those with English as an addition all language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
• Make accurate and productive use of assessment:
• Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
• Make use of formative and summative assessment to secure students’ progress
• Use relevant data to monitor progress, set targets, and plan subsequent lessons.
• Give students regular feedback, both orally and through accurate marking, and encourage students to respond positively to the feedback
• Manage behavior effectively to ensure a good and safe learning environment:
• Have clear rules and routines for behavior in classrooms and take responsibility for promoting good and courteous behavior both in classrooms and around the school, in accordance with the school’s behavior policy
• Have high expectations of behavior and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

• Maintain good relationships with students, exercise appropriate authority, and act decisively when necessary
• Fulfil wider professional responsibilities:

• Make a positive contribution to the wider community and ethos of the school
• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support.
• Deploy support staff effectively.
• Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.
• Communicate effectively with parents and other stakeholders with regard to pupils’ achievements and well-being.

 Part Two: Personal and Professional Conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behavior and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behavior, within and outside school, by:

• Treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
• Having regard for the need to safeguard students’ well-being, in accordance with statutory/regulatory provisions
• Showing tolerance of and respect for the rights of others
• Not undermining fundamental values and culture of the UAE, ensuring that due diligence and respect is given to the associated precedence of the country
• Ensuring that personal beliefs are not expressed in ways which exploit students’ vulnerability or might lead them to break the law

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they    teach and maintain high standards in their own attendance and punctuality.

• Teachers must have proper and professional regard and adhere to school policies with regard to dress code, footwear, make up and jewelry.Teachers must have an understanding of, and always act within, the policies set out by Taaleem which set out their professional duties and responsibilities.

Skills

Education:        

• Bachelor’s Degree in Education, English Language and Literature, Linguistics or similar relevant degree and a recognized Teaching Qualification/License.
• Additional qualifications in literacy foundational skills and effective interventions for older students will be advantageous.

Experience:       

• A minimum of 5 years successful teaching experience working in recognized school / international school environments preferred.
• A minimum of 3 years’ experience and proven track record of delivering impact in a leadership or management role.

Competencies:

• Outstanding practitioner in the classroom
• Previous successful teaching/lecturing experience
• Experience of working with DSIB, OFSTED or similar school inspection authority
• Experience of working in an international school setting preferred
• Knowledge and understanding of contemporary literacy educational research, especially in the science of reading, guided reading, and writing workshop approaches
• Knowledge and understanding of current educational developments in the UAE preferred
• Excellent communication skills, including high standards of professionalism in written and spoken English and Arabic
• Organized, flexible, and able to meet deadlines
• Ability to engage and motivate people to enable them to perform to a high standard

Attributes:

• Knowledgeable, Reflective, Inquirer, Thinker
• Empathizes with and believes in the values of the school
• A student of learning and leading
• Solutions-focused
• Believes in the potential of all students
• Committed to professional learning
• A strategic thinker who can shape and deliver change
• Caring and Open-minded
• Passionate about international education and working with young people
• Sees leadership as a service to others
• Internationally minded and culturally sensitive
• Sense of humor and humility
• Conscientious
• Motivated by challenge
• Resourceful
• Does what it takes to get things done
• Communicator and Risk-taker
• Communicates effectively to large and small audiences
• Composed under pressure
• Innovative and creative
• Principled and Balanced
• Acts with integrity
• Resilient when faced with set backs
• Flexible when conditions change
• Comfortable with complexity, change and uncertainty
• Always prioritizes the needs of the school

Taaleem is committed to safeguarding and promoting the welfare of children. At Taaleem, we hold ourselves to a high standard of effective practices in relation to child protection, and we are committed to safeguarding and promoting the welfare of children. We expect all staff to share this commitment. Successful applicants will be subject to various background checks including receipt of references, proof of relevant qualifications, identification, and police checks, including overseas checks.

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