Friendship Public Charter School operates a thriving network of college preparatory public charter schools. Headquartered in Washington, DC. Friendship serves over 4,800 students in preschool to grade 12 and guides a growing network of alumni to college completion annually.  Our mission is to prepare students to become ethical, literate, well-rounded and self-sufficient citizens by providing a world-class education that motivates students to reach high academic standards, to enjoy learning, to achieve success, and to contribute actively to their communities. For 25 years, with the support and guidance of our exceptional faculty, our students have risen to the challenge with high graduation rates, college acceptances and unparalleled success academically and socially.

• Use data to identify students in need of literacy intervention;
• Provide supplemental instruction to struggling readers in the forms of individual or small group intervention;
• Collect and analyze data to evaluate and further develop action plans in response to determined student literacy needs;
• Continuously monitor progress of students, both formally and informally, in order to adjust instruction and student grouping; 
• Accountable for students' literacy growth and increasing each individual student's literacy achievement;
• Maintain frequent communication with school administrators regarding data on student literacy growth;
• Provide resources, organize and lead professional development workshops and offer on-going training to school staff on evidence-based literacy practices;
• Use scaffolding techniques to improve students reading as well as help teachers become comfortable in implementing evidence-based instructional practices;
• Coordinate and help administer the various literacy screening, progress monitoring, and diagnostic assessments;
• Assist in the analysis of school-wide literacy strengths and weaknesses and formulate plans to improve student achievement in reading and teaching effectiveness;
• Serve as a resource to content area teachers in identifying reading needs, adapting instructional techniques, and selecting appropriate materials for their disciplines;
• Collect and facilitate the review and use of school literacy data to guide instruction and plan for student needs;
• Promote an interest in reading by initiating and coordinating reading incentive programs;
• Keeps abreast of developments, research, and new technology in the field;
• Performs any other related duties as assigned by the school principal or other appropriate administrators;
• In collaboration with the classroom teacher, provide assistance as requested, such as: participate in parent conferences, answer parent concerns in formal and informal settings to encourage support for their child’s reading/language arts development, serve as a resource to promote parental support of the reading/language arts program goals;
• Performs other related work.

KNOWLEDGE, ABILITIES, AND SKILLS:

• Ability to use a range of effective instructional strategies to increase student literacy growth;
• Experience in assessing student skills and knowledge in reading and writing, using a variety of formal and informal assessment tools;
• Ability to assist in the analysis of school-wide literacy strengths and weaknesses and formulate plans to improve student achievement in reading and teaching effectiveness;
• Knowledge of successful techniques in classroom management and instructional planning for effective literacy instruction;
• Ability to serve as a school- and network-wide resource;
• Deep understanding of evidence-based reading research and practices for teaching reading and assessing student progress toward achievement of benchmarks as documented in coursework and/or experience as a teacher of reading;
• Outstanding presentation and facilitation skills;
• Proven experience in delivering professional development to teachers and in facilitating adult learning and growth;
• Interpersonal skills (communication, problem solving, conflict management, collaboration) to share research based instructional approaches with teachers and administrators and provide advice, mentoring and coaching;
• Strong organizational skills.
• Excellent communication skills

EDUCATION, TRAINING, AND EXPERIENCE:

• 5+ years elementary/secondary urban classroom experience; 
• 2+ years as a reading specialist, literacy coach or related position;
• Reading Specialist credentials preferred (e.g. certification, etc.)
• Bachelor's degree in English, reading, education, or related field required, Master's Degree preferred;
• Proven success increasing student reading and literacy achievement;

CERTIFICATE AND LICENSE REQUIREMENTS:

• Deemed Highly Qualified per ‘No Child Left Behind’ (NCLB) Legislation.
• Praxis II, 0041 English Language Literature: Content Knowledge with a passing score of 160, OR
• Bachelor's Degree from an accredited university or College in English or Reading, OR
• Equivalent Credit Hours in English or Reading in the course description.

FPCS’s policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws.  This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment.  Employment decisions at FPCS are based solely upon relevant criteria, including an individual’s capabilities, qualifications, training, experience and suitability.