Job Title: Reading Specialist for Grades 4 – 7 at JCIS
Supervisor: Reports to JCIS Principal
Terms of Employment: 200 Days
The Reading Specialist for Grades 4 – 7 will provide essential leadership for the JCIS reading/literacy instructional program through support and professional learning, in order to build school and teacher capacity to increase student achievement. The Reading Specialist for Grades 4 – 7 will focus on individual and group professional learning that will expand and refine the understanding about research-based effective instruction in reading/literacy. The Reading Specialist for Grades 4 – 7 will provide personalized support based on the goals and identified needs of individual teachers. The Reading Specialist for Grades 4 – 7 will conduct professional learning sessions, facilitate PLC and data meetings, perform classroom visitations, and demonstrate instructional practices that promote student achievement in reading/literacy. The Reading Specialist for Grades 4 – 7 will work at JCIS.
The minimum performance expectations include, but are not limited to, the following functions/tasks:
Division of Time
Direct instruction of students: No more than 50% of the reading specialist’s time shall be devoted to this category.
Literacy leader: At least 50% of reading specialist’s time shall be devoted to coaching to include, but not limited to, co-teaching, collaboration, facilitation of instructional strategies, modeling, observing, and providing feedback.
Curriculum and Instruction
Participates as a member of the division Instructional Team to develop and implement a support framework for student achievement related to reading/literacy.
In collaboration with the principal of JCIS, plans and facilitates Professional Learning Community (PLC) meetings and data meetings on a regular basis.
Facilitates implementation of Standards of Learning (SOLs) and research-based reading/literacy-related instructional strategies.
Assists teachers in the development of daily, weekly, and unit lesson plans.
Models best instructional practices in reading/literacy through classroom demonstration lessons.
Aligns curriculum, instructional practices, and assessments and creates resources to enhance implementation of these practices.
Introduces reading and content area teachers to new methods, materials, and instructional strategies that, through research, have proven to increase student achievement in reading/literacy.
Works with teachers individually, in collaborative teams, and/or with departments, providing practical support on a full range of instructional strategies.
Performs ongoing non-evaluative visitations in all classrooms. Collects informal data on teacher use of instructional strategies and student engagement, to increase teachers’ knowledge and improve their pedagogy in delivering instruction related to foundational reading skills and reading in the content areas.
Data Analysis and Use
Assists reading and content area teachers in analyzing data for the purposes of prioritizing instructional needs and making informed decisions relative to instructional practices.
Leads data meetings that examine both formative and summative assessment results.
Suggests and monitors intervention strategies and materials for students at all readiness levels, including struggling students, on grade level students, and advanced students.
Applies concepts of adult learning and motivation, including varied group configurations and presentation formats, to engage adult learners.
Identifies appropriate professional learning experiences and schedules for reading and content area teachers.
Provides collaborative and one-on-one instructional assistance and facilitates teacher inquiry and related professional learning.
Participates in professional learning activities, including peer observations, professional research and reading, reading/literacy conferences, and inquiry sessions to stay abreast of developments in best classroom practices, professional learning, and assessment.
Works collaboratively and communicates effectively with administrators, teachers, media specialists, guidance counselors, and other school staff to strengthen all aspects of the instructional program in reading/literacy.
Works with administrators and teachers to plan and schedule meetings and professional learning sessions based on staff input and assessment of students needs in various grade levels in order to meet district and/or school goals.
Consults with principals on a regular basis regarding the fidelity and consistency of the implementation of the English language arts program by grade level and course.
Keeps abreast of developments, research, and technology related to instructional best practices in reading/literacy.
Performs any other related duties aligned with the mission and vision of Essex County Public Schools as assigned by the Principal, the Senior Director of Federal Programs and Specialized Programs, or other appropriate administrator.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities, who are otherwise qualified, to perform the essential functions.
Minimum Qualifications (Knowledge, Skills and/or Abilities Required)
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities, who are otherwise qualified, to perform the essential functions.
Must possess a minimum of 3 years of teaching experience
Must be eligible for, or in possession of, an appropriate Virginia teaching license
Must possess a Master’s degree in education or a related field
Specialized training in reading/literacy
Be eligible for a Virginia teaching license with an endorsement as a Reading Specialist
Teaching experience in multiple grades in 4-7
Leadership experience at the grade, department, or school level
Working Conditions and Physical Requirements
Must demonstrate evidence of involvement in school activities and committees involving leadership responsibilities beyond those required in the classroom. Must possess an in-depth knowledge of instructional best practices in literacy and adult learning theory. Must possess excellent organization and communication skills. Must possess the ability to establish and maintain effective working relationships with teachers and administrators.
Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to dial a telephone, to enter data into a computer; to see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal classroom levels and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms settings and on the telephone; physical agility to lift up to 25 pounds to shoulder height.
Supervision Received JCIS Principal