SARCS Literacy Intervention PEER Leadership Plan
Overview:
To address the critical literacy challenges faced by the students at St. Alphonsus Roman Catholic School (SARCS), where 90% of students are reading below grade level, two key leadership roles will be established. These roles will focus on coordinating the implementation of targeted literacy interventions, ensuring that teachers are meeting set literacy targets, and facilitating collaboration between teachers, tutors, and volunteers.
Rationale for the Appointments:
The need for these appointments stems from the critical literacy challenges faced by students at SARCS, where diagnostic tests show that 90% of students read below their grade level. The whole-school literacy intervention strategy, which includes campaigns like the sight word program and the use of advanced literacy platforms such as Reading A to Z, Raz Plus, and Literacy Alive, requires consistent and focused coordination. Teachers need support in transitioning from traditional methods (chalk and talk) to effectively using these technological resources now provided. Dedicated Peer Leads for both lower and upper divisions will ensure that these tools are utilized to their fullest potential, providing teachers with ongoing guidance and resources.
Appointing these Peer Leads for each division will:
Ensure personalized attention to the specific literacy needs of different age groups.
Provide clear communication channels between classroom teachers and community support groups, such as tutors and volunteers.
Support the integration of literacy platforms (e.g., Reading A to Z, Raz Plus, Literacy Alive) into daily instruction, addressing challenges teachers face in using these tools.
Enhance accountability and tracking of progress toward achieving literacy targets.
Foster a collaborative environment where teachers can share strategies, access resources, and receive timely feedback.
Help align teaching methods with literacy goals, ensuring students receive appropriate interventions based on their learning stages.
Upper and Lower Division Literacy Peer Leads
Lower Division Literacy Peer Lead (Infant 1 – Standard 2) – Aikin Palacio
Upper Division Literacy Peer Lead (Standard 3 – Standard 6) – Tishanne White
Job Descriptions:
Lower Division Literacy Peer Lead (Infant 1 – Standard 2)
Position Overview:
The Lower Division Literacy Peer Lead will oversee literacy interventions for students in the lower division, ensuring teachers implement the literacy program effectively, with a focus on foundational reading skills. This role includes coordinating the use of Reading A to Z, Raz Plus, and Literacy Alive platforms, facilitating teacher collaboration, and ensuring students’ progress is monitored.
Key Responsibilities:
Coordinate literacy interventions and programs for Infant 1 to Standard 2.
Track weekly progress of the whole-school sight word campaign.
Oversee and support teachers in the effective use of Reading A to Z, Raz Plus, and Literacy Alive platforms.
Assist teachers in moving from traditional instruction methods to technology-driven literacy resources.
Collaborate with classroom teachers to identify students needing additional literacy support.
Work closely with tutors, volunteers, and parents, ensuring they receive accurate information on each student’s needs.
Provide feedback and professional development to lower division teachers on literacy strategies and technology integration.
Monitor and report progress of lower division students to school leadership and community literacy partners.
Facilitate workshops or resources to support teachers in implementing literacy strategies and using technological tools effectively.
Qualifications:
Teaching certification with experience in early literacy education.
Familiarity with using digital literacy platforms such as Reading A to Z, Raz Plus, and Literacy Alive.
Proven ability to lead and support colleagues in instructional initiatives.
Excellent communication skills, both written and verbal.
Experience with literacy intervention strategies or special education is a plus.
Upper Division Literacy Peer Lead (Standard 3 – Standard 6)
Position Overview:
The Upper Division Literacy Peer Lead will ensure the successful implementation of literacy programs for students in the upper division. The role includes supporting teachers in delivering targeted interventions, overseeing the integration of literacy platforms, and facilitating the effective monitoring of students’ reading progress.
Key Responsibilities:
Oversee the implementation of literacy interventions and campaigns for Standards 3 to 6.
Ensure the upper division teachers adhere to the sight word campaign and other literacy goals.
Support the integration and use of Reading A to Z, Raz Plus, and Literacy Alive platforms into classroom instruction.
Assist teachers in transitioning from traditional methods to technology-enhanced literacy instruction.
Liaise with the school’s leadership team, tutors, and external partners to align intervention efforts.
Assist teachers in assessing students’ literacy needs and provide resources to help improve reading levels.
Organize and lead upper division team meetings focused on literacy instruction, platform usage, and student progress.
Support teachers in tracking and documenting student literacy achievements and challenges.
Ensure individualized reading plans are in place for students needing additional support.
Qualifications:
Teaching certification with experience in literacy education at the upper primary level.
Familiarity with digital literacy tools such as Reading A to Z, Raz Plus, and Literacy Alive.
Strong leadership skills with a demonstrated ability to coordinate educational programs.
Ability to work collaboratively with teachers, parents, and community volunteers.