The Chinese Literacy Specialist (CLS) will provide Chinese (Mandarin) as a second language support to K-12 students through direct services to students and by collaborating with other teachers. The Chinese Literacy Specialist will provide literacy interventions and academic support to students and work with other staff, including special education staff. The CLS will provide professional development, modeling, coaching, resources, and other support to help teachers integrate literacy development in their classroom practice.
• Possess a strong understanding of Chinese literacy acquisition, particularly as it pertains to bilingualism, second language acquisition, immersion, reading, and the transfer of skills from one language to another.
• Proven ability to teach literacy skills in Chinese.
• Undergraduate or graduate degree with focus on education, special education and/or literacy acquisition.
• A valid Massachusetts instructional certificate as a reading specialist and/or Chinese teacher, or evidence of ability to pass the appropriate MTEL tests for those licenses.
• Experience as a literacy specialist or a Chinese teacher in the US.
• Experience teaching in a Chinese immersion setting in the US or in a K-12 grade setting.
• Native or near native proficiency in Mandarin Chinese with strong communication skills in English.
Including, but not be limited to:
• Offer Chinese support to K-12 students who are at risk academically.
• Perform curriculum design, instruction and student assessment.
• Identify students in need of literacy intervention with the student’s classroom teachers.
• Provide small group or individual intervention for identified students.
• Help administer the school’s screening, progress monitoring, diagnostic and outcome proficiency (listening, speaking, reading, and writing) measures.
• Document student progress and maintain accurate records of student progress.
• Work with teachers on the administration and interpretation of Chinese proficiency assessment data.
• Research and develop resources to teachers on literacy practices to the school’s immersion program.
• Coordinate with other classroom teachers on progress of students.
• Participate in Response to Intervention (RtI) and special education meetings with focus on Chinese literacy and working as a team member delivering required services.
• Communicate with parents and staff on student progress, including writing progress reports. Coordinate with other teachers to write report cards and give updates to parents at parent-teacher conferences twice a year.
• Other duties as assigned by administration.
To apply, email a cover letter and resume to firstname.lastname@example.org .
PVCICS is an equal opportunity employer.