2021-22 Middle School Reading Specialist
POSITION TITLE: Middle School Reading Specialist
FLSA: Exempt Professional
Appropriate teacher certification with Special Reading Certificate. Master’s degree in elementary education, English as a Second Language, or Special Education, preferred. Leadership and organizational qualities which include the ability to facilitate teams, communicate collaboratively, train and lead others, and coordinate data. Working knowledge and understanding of the Response to Intervention (RtI) process, at-risk supports, and literacy development.
REPORTS TO: Building administration
TERMS OF EMPLOYMENT: Teacher’s Work Calendar and benefits as defined in the Teacher's Negotiated Agreement.
To provide the strategies and support to facilitate the Integration of At-Risk Supports (IARS) which focuses on effective instructional and behavioral practices related to the specific needs of each child, based on a Response to Intervention (RtI) framework.
ESSENTIAL JOB FUNCTIONS:
Provide research-based, direct instruction in small intervention groups for the majority of the work day.
Work collaboratively with the school-wide IARS team on the appropriate use of data in making educational decisions.
Work collaboratively with grade level IARS teams on the appropriate use of data in making educational decisions.
Coordinate building universal screening schedule as outlined in the Park Hill Assessment Plan.
Facilitate the coordination of school-wide and individual student progress monitoring data
Maintain an accurate data base of students in IARS
Train building staff on the research-based interventions
Assist building administration in reviewing data to develop and assist in building level professional development which supports IARS
Work collaboratively with school-wide IARS team to coordinate parent education activities
Work collaboratively with building administration to plan expenditures of program funds within IARS
Support the total school program by observing curricular and extra-curricular student activities.
Exhibit dependability and punctuality in assigned duties.
Strive to improve professional competence.
Display appropriate personal and professional traits that exhibit a positive role model for students.
Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
Strive to achieve the objectives and expectations of the Teacher Performance Evaluation Plan.
Maintain a caseload of students receiving instructional interventions as determined by building administration.
Attend Intervention Specialist meetings and share pertinent information with building administration and IARS teams.
Follow IARS guidelines and procedures.