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Professional Learning information

What is the difference between Professional Learning vs Teacher?

AspectProfessional LearningTeacher
CredentialsOften requires certifications in education or trainingRequires teaching credentials or licenses
Work EnvironmentWorkshops, seminars, online courses, professional development settingsClassrooms, schools, educational institutions
Employer & IndustryEducational organizations, corporations, training providersSchools, districts, educational institutions
Search & Comparison IntentLooking to improve skills or certifications in educationSeeking teaching roles or classroom positions

Professional Learning focuses on enhancing skills and knowledge through training and development, often for educators or corporate trainers. Teachers are professionals who deliver instruction in classrooms. While both roles are connected to education, Professional Learning is about the ongoing development of educators, whereas teachers are the practitioners implementing education directly with students.

What are the key skills and qualifications needed to thrive as a Professional Learning Specialist, and why are they important?

To thrive as a Professional Learning Specialist, you need expertise in instructional design, adult learning theory, and a background in education or training, often supported by a relevant degree. Familiarity with learning management systems (LMS), virtual training platforms, and assessment tools is typically required. Strong communication, facilitation, and relationship-building skills help engage adult learners and collaborate with stakeholders. These competencies ensure effective knowledge transfer, engagement, and measurable learning outcomes in professional development settings.

How do professionals in a Professional Learning role typically collaborate with educators and administrators to implement new training initiatives?

Professionals in a Professional Learning role often work closely with teachers, instructional coaches, and school administrators to design and deliver effective training programs. They typically assess the needs of staff, tailor professional development sessions to address those needs, and provide ongoing support through workshops, coaching, or feedback sessions. Collaboration is key, as these professionals facilitate open communication, gather input, and ensure that training aligns with school or district goals. This partnership-driven approach helps build trust and ensures that professional learning initiatives are both relevant and sustainable.

What is professional learning?

Professional learning refers to ongoing education and development activities that help individuals improve their skills, knowledge, and effectiveness in their careers. It often involves workshops, seminars, courses, or collaborative learning experiences designed to keep professionals up-to-date with the latest trends, research, and best practices in their field. Professional learning is essential for career growth, adaptability, and maintaining high standards of practice.
What are the most commonly searched types of Learning jobs in Virginia? The most popular types of Learning jobs in Virginia are:
What are popular job titles related to Professional Learning jobs in Virginia? For Professional Learning jobs in Virginia, the most frequently searched job titles are:
What job categories do people searching Professional Learning jobs in Virginia look for? The top searched job categories for Professional Learning jobs in Virginia are:
What cities in Virginia are hiring for Professional Learning jobs? Cities in Virginia with the most Professional Learning job openings:
Professional Learning jobs near you
Infographic showing various Professional Learning job openings in Virginia as of June 2026, with employment types broken down into 1% As Needed, 85% Full Time, 13% Part Time, and 1% Contract. Highlights an 92% Physical, 3% Hybrid, and 5% Remote job distribution.
SY 26-27 Supervisor - Secondary English Language Arts, Literacy, World Languages, and Libraries

SY 26-27 Supervisor - Secondary English Language Arts, Literacy, World Languages, and Libraries

Lynchburg City Schools

Lynchburg, VA • On-site

Full-time

Posted 2 days ago

Lynchburg City Schools rating

6.0

Company rating: 6.0 out of 10

Based on 14 frontline employees who took The Breakroom Quiz

383rd of 555 rated elementary and secondary schools

Job description

 Supervisor – Secondary English Language Arts, Literacy, World Languages, and Libraries

GENERAL INFORMATIONTitle: Supervisor – Secondary English Language Arts, Literacy, World Languages, and LibrariesDepartment: Teaching and Learning Salary Grade: ADMINISTRATIVE SCHEDULE 3
FLSA Status: ExemptSite/Location:  School Administration BuildingReports to: Director of Curriculum and InstructionDate: 06/20/2026POSITION SUMMARY

The Supervisor of Secondary English Language Arts, Literacy, World Languages, and Libraries serves in a critical leadership role and provides direct supervision of Literacy Specialists, Reading Specialists, and librarians. This role provides direct support to building administrators to support and enhance the skill development of secondary English teachers, World Languages teachers, and librarians. The Supervisor ensures the successful implementation of the Virginia Literacy Act (VLA), Writing Performance Assessment (WPA), and division-wide literacy initiatives by monitoring instructional quality, coordinating professional learning, supporting principals and teachers in achieving literacy growth targets, and ensuring alignment with VDOE standards and the division's Multi-Tiered System of Supports (MTSS/MSSP). The Supervisor also provides leadership for secondary English Language Arts, World Languages, and library media programs through curriculum development, instructional coaching, program evaluation, assessment oversight, and professional learning.

ESSENTIAL FUNCTIONS
  • Provide direct instructional leadership and support to administrators and all secondary World Languages teachers and library instructional staff, ensuring effective delivery of curriculum, assessment, and instructional initiatives.
  • Conduct formal and informal observations of secondary English Language Arts teachers, World Languages teachers, specialists, and librarians, and provide timely, actionable feedback aligned with division expectations, instructional frameworks, and student achievement goals.
  • Develop and implement coaching and feedback cycles that include classroom observations, instructional modeling, collaborative planning, reflection, goal setting, and progress monitoring.
  • Collaborate with principals and assistant principals to monitor instructional quality, analyze observation trends, identify professional learning needs, and develop school-based improvement strategies.
  • Partner with administrators in evaluating instructional personnel, supporting professional growth plans, and providing targeted assistance to improve instructional practice and student outcomes.
  • Facilitate and participate in Professional Learning Communities (PLCs), collaborative teacher teams, curriculum planning meetings, and data review sessions to strengthen instructional practices and student achievement.
  • Lead the analysis of classroom, benchmark, common assessment, state assessment, literacy screening, proficiency, and program data to identify trends, monitor progress, and inform instructional decision-making.
  • Coordinate and support instructional walkthroughs focused on literacy, English Language Arts, World Languages, and information literacy practices, providing feedback and recommendations to administrators and teachers.
  • Model research-based instructional strategies and facilitate demonstration lessons that support effective literacy instruction, disciplinary literacy, writing instruction, language acquisition, academic discourse, and information literacy.
  • Provide job-embedded professional learning and coaching to teachers, specialists, librarians, and administrators through modeling, co-planning, co-teaching, observation, and reflective practice.
  • Monitor implementation fidelity of adopted curricula, instructional resources, intervention programs, and assessment practices across English Language Arts, World Languages, literacy, and library programs.
  • Oversee the development, implementation, monitoring, and evaluation of the secondary English Language Arts curriculum aligned with VDOE Standards of Learning, the Virginia Literacy Act, and division priorities.
  • Coordinate curriculum revisions, resource adoption, and instructional materials selection for secondary English Language Arts programs.
  • Lead division-wide efforts to address identified literacy gaps and severe academic needs in adolescent reading, writing, vocabulary development, and disciplinary literacy.
  • Support secondary English Language Arts teachers in implementing evidence-based instructional practices that improve student achievement and readiness for state assessments.
  • Analyze English Language Arts achievement data, Writing Performance Assessment data, literacy growth measures, and other indicators to identify trends and develop targeted improvement strategies.
  • Provide leadership and supervision for secondary World Languages programs to ensure alignment with VDOE World Language Standards and proficiency-based instructional practices.
  • Support World Languages teachers in implementing communicative, culturally responsive, and proficiency-focused instructional strategies that promote language acquisition and global competence.
  • Coordinate curriculum development, assessment practices, instructional resources, and professional learning opportunities for World Languages programs.
  • Monitor World Languages program effectiveness through student achievement, proficiency data, classroom observations, and teacher feedback.
  • Facilitate collaborative planning and Professional Learning Communities for World Languages teachers to strengthen instructional practice, assessment literacy, and student language proficiency outcomes.
  • Provide leadership for secondary library media programs to ensure alignment with VDOE expectations, information literacy standards, and division instructional goals.
  • Collaborate with librarians and instructional staff to integrate research skills, digital citizenship, media literacy, and information literacy across content areas.
  • Conduct observations and feedback cycles with librarians to strengthen instructional partnerships, information literacy instruction, collection development practices, and student engagement.
  • Facilitate professional learning and collaborative opportunities for librarians focused on instructional leadership, emerging technologies, information literacy, and curriculum integration.
  • Monitor library program effectiveness through program evaluations, resource utilization data, and alignment with school improvement priorities.
  • Lead the implementation of MTSS/MSSP structures within English Language Arts, literacy, World Languages, and library programs to ensure appropriate intervention and enrichment opportunities for all learners.
  • Collaborate with school teams to identify and address the needs of students performing below grade level in literacy and language-based competencies through targeted intervention, progress monitoring, and data-informed instructional planning.
LYNCHBURG CITY SCHOOLS COMPETENCIESPersonal Competencies
  • Honesty
  • Integrity
  • Ethical
  • Equity Minded
  • Emotional Intelligence
  • Cultural Competence
  • Safety
  • Quality
Leadership Competencies
  • Models Excellent Customer Service
  • Thinks Strategically
  • Shows Initiative
  • Acts Decisively
  • Communicates Effectively
  • Works Collaboratively
  • Resolves Conflict Proactively
Functional Competencies
  • Technical Capabilities
  • Computer Literacy
  • Data Analysis and Management
  • Fiscal Planning and Management
  • Project Management
  • Strategic Planning
EDUCATION AND EXPERIENCE
  • Valid Virginia Postgraduate Professional License with endorsements in secondary core content area(s) and/ or Administration & Supervision.
  • Master’s degree or higher preferred in a Core Content Area, Curriculum & Instruction, and/or Educational Leadership, or relevant experience
  • Minimum of five years of successful secondary teaching experience, with demonstrated success in instructional leadership and teacher supervision.
  • Expertise in adolescent development, instructional planning, and professional learning facilitation.
  • Demonstrated knowledge of VDOE English Language Arts Standards of Learning, World Language Standards of Learning, Virginia Literacy Act requirements, and library media program expectations.
  • Experience leading curriculum implementation, professional learning, instructional coaching, program evaluation, and teacher supervision in secondary English Language Arts, literacy, World Languages, and/or library media services.
  • Demonstrated knowledge of Multi-Tiered Systems of Support (MTSS/MSSP), data-based decision making, and instructional improvement processes
KNOWLEDGE, SKILLS, AND ABILITIES
  • Extensive knowledge of evidence-based literacy instruction, adolescent literacy development, English Language Arts curriculum and assessment, World Language proficiency-based instruction, information literacy, and library media services.
  • Ability to analyze multiple sources of student achievement and program data to drive instructional improvement and monitor progress toward division goals.
  • Ability to provide effective instructional coaching, facilitate professional learning, conduct classroom observations, and support educator growth through feedback and reflective practice.
  • Ability to build collaborative relationships with administrators, teachers, specialists, librarians, families, and community stakeholders to improve student outcomes.
SUPERVISORY RESPONSIBILITY
  • Directly supervises the division's Literacy Specialists, Reading Specialists, secondary librarians/library media specialists, and other assigned instructional personnel supporting English Language Arts, World Languages, literacy, and library programs, including but not limited to the instructional and student support staff of secondary literacy.
TRAVEL REQUIREMENTS
  • Reliable transportation is necessary
  • Travel within the City of Lynchburg as needed
  • Travel for Professional Learning conferences and training as needed.
WORK ENVIRONMENT AND PHYSICAL DEMANDSThe physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is required to frequently stand; sit; walk; talk or hear; use hands to finger, handle, type, or feel; and stoop, kneel, or crouch.OTHER DUTIESPlease note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.AAP/EEO STATEMENTLCS is an EEO/Affirmative Action Employer and does not discriminate on the basis of age, race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, protected veteran status, disability, or any other legally protected status.JOB STATUS:OPENSALARY:Please refer to LCS Employee Pay Scales found hereDAYS PER YEAR: SCHOOL YEAR:2026-2027

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