POSITION DESCRIPTION

POSITION TITLE: Reading Specialist

FLSA: Exempt Professional

QUALIFICATIONS:

• 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.

POSITION OVERVIEW:

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

OTHER RESPONSIBILITIES:

• 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.