PROMOTIONAL & OPEN COMPETITIVE

EXAMINATION ANNOUNCEMENT
HUMAN RESOURCES OFFICE

It is the policy of the State Board of Education, Commonwealth of the Northern Mariana Islands, that the Public School Human Resources System shall be applied and administered according to the principles of equal employment opportunity. Applications shall be evaluated regardless of age, race, gender, sexual orientation, religion, political affiliation or belief, marital status, disability, or national origin.

Applicants for this position must be a U.S. Citizen or be eligible and authorized to work in the U.S., including the Commonwealth of the Northern Mariana Islands for the Public School System.

POSITION/TITLE: Literacy Coach (6 Positions) (Amendment V)
EXAMINATION ANNOUNCEMENT NO.: PSS-2017-073 
OPENING DATE: July 3, 2018 CLOSING DATE: Until Filled
SALARY: PAY LEVEL/GRADE: VI-VIIII; STEP(S): 03-12; $33,289.35 - $93,059.48 Per Annum
BENEFITS: Salary commensurate with qualifications and experience, plus excellent benefits (including Life Insurance, Retirement Benefits, and Paid Leave/Holidays).
LOCATION: Department of Accountability, Research & Evaluation, Saipan, Rota

I.     NATURE OF THE POSITION:

  • Every Literacy Coach exists to provide training and support for other teachers.
  • Accordingly, the Literacy Coach must be well-informed in current reading and literacy research, best practices for the teaching of reading, the Common Core State Standards, CNMI PSS Standards, English Language Development Standards (WIDA) and reading assessments.
  • The Literacy Coach must be familiar with CNMI PSS curriculum and CCSS at each grade level, and has at her/his disposal an arsenal of effective strategies to manage a classroom of diverse learners so that the learning needs of individual students are addressed.
  • The Literacy Coach must be aware of interpersonal dynamics so that a rapport based in trust can be built.
  • The Coach supports teachers in developing engaging learning environments and questioning techniques as he/she assists and models for teachers particular strategies and approaches that engage students in appropriate learning.
  • The Literacy Coach uses objective and current data to individualize and inform the kind of assistance and instruction that he/she delivers to teachers.
  • As a motivator and member of the School’s Leadership Team, the Literacy Coach helps other teachers learn, experiment and apply new knowledge.
  • The Coach facilitates meetings designed to encourage questioning, discussion and dialogue, and uses meetings to examine student work and assessment data.
  • The Coach assists teachers in interpreting assessment data, and uses data to assist teachers in planning instruction based on student needs.
  • Literacy coaches must have the experience or training that will help them master the complex process of observation, modeling, conferencing, and providing constructive feedback to teachers that will result in long term, systemic changes in their teaching practices.
  • They are lifelong learners and honor the confidentiality guidelines governing their relationships with co-teachers.
  • Literacy Coaches also focus on building expertise and leadership within the staff.
  • Coaches do not simply share information with teachers, but instead work collaboratively with teachers to learn new information and strategies TOGETHER.

II.     ESSENTIAL TASKS:

These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.

  • Promote professional learning through mutual respect, collegial relationships and a shared responsibility for student learning.
  • Conduct and document research-based sequential coaching cycles.
  • Collaborate with the ELL Program Coordinator/Program Mangers, SPED/Title I/CCLHS programs, schools principals, vice principals, District, and teachers to ensure that students have access to the curriculum.
  • Assist teachers with intensive English Language instruction for English Learners.
  • Assist teachers and test coordinator with the screening and administration of required summative and formative assessments in literacy.
  • Participate in collaborative team meetings to analyze and report student data.
  • Assist teachers in monitoring the progress of students on a regular basis.
  • Advise and assist teachers in assessing student needs and using appropriate teaching techniques and strategies.
  • Participate and provide in-service and staff development activities, staff meetings, etc., on an as-needed basis.
  • Participate in the school’s leadership team.
  • Help develop and implement the school literacy plan.
  • Support and model effective instruction.
  • Provide clear, timely, and useful feedback to teachers and other staff coaches collaborate with.
  • Incorporate technology as a coaching tool.
  • Keep administrators up-to-date on the literacy progress, successes, and general needs of teachers.
  • Preserve and uphold the confidentiality between teachers and coach.
  • Assist the school in engaging parents and community in the literacy process.
  • Comply with school policies and procedures.

III.     FORTY (40) HOUR WORKWEEK:

The normal work period shall be a seven (7) days work period with a maximum non-overtime of forty (40) hours.

The Public School System (PSS) operates on a 40 hour work week. Actual working hours will be determined on the basis of operational efficiency. School Principals, Supervisors or Program Managers will establish working schedules subject to the approval of the Commissioner of Education.

IV.     ESSENTIAL FUNCTION OF THE JOB:

The duties and responsibilities listed herein have excluded the functions of the position that are incidental to the performance of fundamental job duties. All duties and responsibilities listed herein are essential job functions and requirements and are subject to modification to reasonably accommodate individuals with disabilities. To perform this job successfully, the incumbent(s) will possess the skills, aptitudes, and abilities to perform each duty proficiently. Some positions may exclude individuals who pose a direct threat or significant risk to the health or safety of themselves or others. The qualification requirements listed in this document are the minimum levels of knowledge, abilities and skills required to perform this position.

V.     MINIMUM QUALIFICATION REQUIREMENTS:

  • EDUCATION:
    • Graduation from U.S. accredited college or university with a Bachelor’s Degree or Higher.
    • Must have completed or enrolled in the following ELL courses:
      • Language Structure: Phonetics, Morphology, Syntax, Semantics, and Pragmatics
      • Current Issues in Second Language Acquisition
      • Sheltered Instruction in the Content Areas
      • The Teaching of Second Language Skills
      • Teaching Reading and Writing in the English Immersion Classroom
      • Second Language Testing and Evaluation
  • CERTIFICATION:
    • Must have a valid CNMI PSS Basic I Certificate or higher
  • OTHER REQUIREMENTS:
    • Must have taken and passed the Praxis II Test Examination in either of the following:
      • Elementary Education: Content Knowledge
        • Test Code 0014 – Passing Score: 146; or
      • English to Speaker of Other Languages
        • Test Code 0360 – Passing Score: 510; or
        • Test Code 5361/0361 – Passing Score: 140; or
      • Reading Specialist
        • Test Code 5301/0300 – Passing Score: 560
      • Principals of Learning & Teaching (PLT) – Grades K-6
        • Test Code 5622/0522 - Passing Score: 163
      • Early Childhood Education
        • Test Code 5025 - Passing Score: 156

VI.     KNOWLEDGE, SKILLS AND ABILITIES (KSAs):

  • Thorough knowledge of prescribed School Board policies, procedures, rules and regulations;
  • Ability to motivate others to reach their fullest potential;
  • Ability to establish and maintain effective working relationships with school officials, students, parents, teachers, support staff, associates, external organizations/companies, federal and local agency representatives.
  • Awareness of and sensitivity to cultural and local community practices and norms.
  • Excellent Office Automation Skills (Microsoft Word, Excel, Outlook)
  • Excellent Oral & Written Skills
  • Excellent Record Keeping Skills

VII.     APPLICATION REQUIREMENTS:

THE FOLLOWING LIST OF REQUIRED DOCUMENTS MUST BE SUBMITTED TO BE CONSIDERED FOR THIS POSITION:

  1. COMPLETED PSS EMPLOYMENT APPLICATION FORM;
  2. COPY OF DIPLOMA/DEGREE;
  3. OFFICIAL TRANSCRIPTS (SEALED) MUST BE SENT DIRECTLY TO THE HR OFFICE FROM THE ACCREDITED INSTITUTION AND/OR THE NATIONAL ASSSOCIATION OF CREDENTIAL EVALUATION SERVICES (NACES);
  4. POLICE CLEARANCE FROM THE MOST RECENT PLACE OF RESIDENCE (WITHIN THE PAST SIX MONTHS);
  5. VERIFICATION OF EMPLOYMENT; AND
  6. MEDICAL CLEARANCE (ONLY REQUIRED UPON OFFER FOR EMPLOYMENT).

OTHER DOCUMENTS MAY BE REQUESTED AND MUST BE SUBMITTED TO BE CONSIDERED FOR THIS POSITION (IF THE PSS DETERMINES IT TO BE APPLICABLE):

  1. CERTIFICATE/LICENSE (Teaching, CPA, Bar, SPHR, etc.)
  2. RESUME
  3. PRAXIS SCORES
  4. TRAFFICE CLEARANCE

INTERESTED APPLICANTS MAY OBTAIN AND SUBMIT COMPLETED APPLICATION FORMS AND ALL REQUIRED DOCUMENTS TO THE PSS HUMAN RESOURCES OFFICE AT CAPITOL HILL, BUILDING 1202, ISLETA COURT, SAIPAN or VIA EMAIL TO: LUCRETIA BORJA AT LUCRETIA.BORJA@CNMIPSS.ORG or MAILED TO: CNMI PUBLIC SCHOOL SYSTEM, ATTN: HUMAN RESOURCES OFFICE, P.O. BOX 501370CK, SAIPAN, MP 96950, TEL. NOS. (670 237-3037, 3052, 3064, or 3079.

YOUR APPLICATION FORMS MUST BE RECEIVED BY THE PSS HUMAN RESOURCES OFFICE ON OR BEFORE THE CLOSING DATE OF THE POSITION ANNOUNCEMENT.

Job Vacancy Announcement PDF File