Director of Literacy

The Director of Literacy at East Harlem Scholars Academies is responsible for managing the vision and implementation of the literacy program, conducting professional development, analyzing student data, and ensuring alignment with the Science of Reading and New York State Learning Standards. They act as thought partners for school leaders and facilitate best practice sharing among educators.

To qualify for the Director of Literacy position at East Harlem Scholars Academies, candidates must hold a Master’s Degree in Education, Math, or Science, have at least 5 years of teaching experience, and 3 years of school leadership experience. Knowledge of K-12 best practices, data-driven instruction, and commitment to anti-racism education are also essential.

As the Director of Literacy at East Harlem Scholars Academies, you will help drive an anti-racism education agenda. This includes ensuring that all literacy instruction and curricula are culturally responsive and affirm students' identities, addressing unconscious biases, and supporting a learning environment that promotes racial equity and justice.

The Science of Reading plays a pivotal role in the Director of Literacy position at East Harlem Scholars Academies. The director ensures that literacy instruction is grounded in this evidence-based approach, which emphasizes a structured, systematic method of teaching reading. This focus is essential for improving literacy outcomes for all students.

The Director of Literacy will design and lead professional development sessions focused on evidence-based literacy practices, curriculum implementation, and teacher growth. They will develop training modules aimed at enhancing teachers’ capabilities in delivering high-quality, structured literacy instruction tailored to diverse learning needs.

To develop a compelling literacy vision for East Harlem Scholars Academies, I would begin by engaging all stakeholders in a collaborative dialogue. By understanding their needs and aspirations, we can co-create a vision that aligns with our values, the Science of Reading, and the unique context of our students.

In my previous roles, I have implemented data-driven instruction by analyzing student performance data to inform teaching strategies. For literacy, this involved using assessments to identify reading levels, monitor progress, and tailor professional development for teachers to help them meet diverse learner needs.

To support diverse learners, I would incorporate differentiated instruction strategies, co-teaching models, and culturally responsive materials. Fostering an inclusive environment is crucial, employing multiple modalities in teaching that cater to varying abilities and learning styles.

I successfully led a professional development initiative focused on implementing guided reading strategies across our network. This included hands-on workshops, follow-up coaching sessions, and collaborative planning times, which ultimately resulted in increased student engagement and improved literacy outcomes.

Ensuring fidelity involves regular classroom observations, feedback cycles, and data analysis. By conducting themed walkthroughs and collaborating with teachers, I can provide targeted support and resources, ensuring that they are effectively implementing the literacy program as intended.

Culturally responsive teaching is vital in literacy instruction as it validates students' backgrounds and experiences, promoting engagement and ownership of learning. By incorporating diverse texts and contexts that reflect our students’ cultures, we empower all learners to connect with literature meaningfully.

To engage families, I would introduce literacy nights and provide resources such as reading kits and workshops on how to support literacy at home. Creating strong partnerships with families encourages a home-school connection that reinforces students' learning experiences.

My coaching approach centers on collaborative practices and open communication. I work alongside teachers, offering actionable feedback, modeling best practices, and celebrating successes, which fosters a growth mindset and encourages sustained improvement in their literacy instruction.

I would employ a systematic approach to analyze student achievement data by looking at trends in reading assessments, homework, and class performance. This analysis would guide our instructional decisions, identify professional development needs, and assist in tailoring interventions to close observed gaps.

In my first steps as Director of Literacy, I would prioritize building relationships with school leaders and teachers. I would conduct needs assessments to understand current practices, gather insights, and begin aligning our literacy vision with our strategic goals to ensure impactful implementation from the start.