The California Reading and Literature Project (CRLP) seeks to employ credentialed teachers as CRLP Teacher Leaders to deliver training on the following CRLP signature programs:
Engaging English Learners in the Common Core ELA/Literacy: Unpacking and Implementing California's New ELD Standards (K-6th) (6th-12th) Engaging ELs professional learning is designed to deepen teachers understanding of the CA ELD standards and their relationship to the CA CCSS. Participants explore ways to use the ELD standards for both integrated and designated ELD instruction. In addition, teachers learn research-based strategies aligned with CCSS and the CA ELA/ELD Framework (2015) to increase English learners' access, engagement, and achievement across all content areas.
Content Area Language and Literacy (CALL) (6th -12th) The CA CCSS for ELA/Literacy and CA ELD standards require an integrated, interdisciplinary model of literacy that reflects the reciprocal relationship between the language arts and content knowledge (CA ELA/ELD Framework, 2014). CALL offers middle and high school content teachers a practical planning process and research-based instructional routines to scaffold students' comprehension of complex text and academic language development across content areas. The end goal is for students to independently comprehend complex texts across a range of types and disciplines in order to build strong content knowledge.
RESULTS Academic Language and Literacy Instruction (RALLI), (K-6th) RALLI professional learning supports the CA CCSS for ELA/Literacy by providing teachers with an approach to analyzing and planning instruction for complex text in the elementary grades. TK-6 teachers learn proven instructional routines for before, during, and after reading of complex text and explore strategies to scaffold reading and academic language for all students, with special emphasis on English learners and Standard English Learners. RALLI routines serve to promote development of independent reading when students apply the routines as they read independently and are more aware of comprehension monitoring, text structures, academic vocabulary, and organizing texts for different purposes.
RESULTS Word Recognition and Fluency: Assessment, Instruction, and Intervention- Supporting Implementation of the Common Core Reading Foundational Skills (Results Foundations) (TK-5th) In this signature professional learning program teachers gain an in-depth understanding of the content of the four major components of CCSS reading foundational skills: print concepts, phonological awareness, word recognition, and fluency and how they develop sequentially. Teachers receive assessments for determining student's proficiency in these standards, which enables teachers to group according to instructional needs. Moreover, teachers learn instructional routines that will help students master these standards using beginning reading materials that meet state guidelines.
Spanish-English Biliteracy Transfer (SEBT) (K-3+, 2nd Edition, 2015) SEBT professional learning program has been carefully designed to provide biliteracy teachers (Spanish) the knowledge, instructional tools and strategies to capitalize on the transferability between English and Spanish. They receive a suggested scope and sequence for the introduction of reading skills in English. In addition, teachers learn to use assessments specifically designed to look for non-transferable skills that need explicit instruction.
Each CRLP Teacher Leader who presents any or all of the signature programs will be responsible for planning and delivering the above signature program content for 5 - 50 educators. Each eligible CRLP Teacher Leader must have prior knowledge of the signature program content acquired through direct application in a context for teaching and learning.
Overview of Responsibilities
Plan and deliver CRLP signature program content as prescribed by the CRLP Statewide Office;
Collect pre-/post- survey data from attendees;
Meet with CRLP Regional Director and other members of Teacher Leader presentation team as needed to ensure quality and effective delivery of signature program content;
Provide CRLP Regional Office detailed information regarding needed materials outside prescribed CRLP Statewide Office materials;
Participate quarterly in CRLP Teacher Leadership regional office invitationals.
Must have completed attendance at least one CRLP Engaging English Learner in the Common Core ELA/Literacy: Unpacking and Implementing California's New ELD Standards (K-6th) (6th-12th) Institute in its entirety;
Bachelor's Degree Current California Teaching Credential or Equivalent At least one-year teaching experience at the elementary or secondary school level At least one-year teaching experience in an LEA that serves ELs
Preferred qualifications: Reading certificate and/or literacy resource teacher experience Previous experience as a CRLP Teacher Leader
AA-EOE: The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, age or protected veteran status.
Curriculum Vitae - Must indicate completed CRLP training.
Statement of Contributions to Diversity - Please describe any teaching strategies you currently use or plan to use to foster a diverse and inclusive learning experience, and to enable all students to excel and fully participate in the learning process
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