Primary Purpose:

The job of the Dyslexia Teacher was established for the purpose/s of improving student success in areas related to Dyslexia. Dyslexia teachers will demonstrate implementation by documenting teaching and student progress/activities/outcomes; developing lesson plans; modeling the necessary skills to perform assignments; providing a safe and positive learning environment; and providing feedback to students, parents, and administration regarding student progress, expectations, and goals.

Education/Certification:

Valid Texas teaching certificate with specific training in the area of reading

Bachelors of Science Degree in Education

Extended educational focus in the area of reading is preferred.

Background in teaching students with learning differences, particularly reading disabilities are preferred.

Special Knowledge/Skills:

• This position requires knowledge of services under Federal Law PL 93-112, §504, and Texas Education Code §38.003, Dyslexia and Related Disorders.
• Incumbent must be familiar with the aforementioned laws as well as with the special education law, IDEA.
• Incumbent must have experience in with delivery of the professional development in literacy and scientifically based reading research programming.
• Incumbent must have excellent written and oral communication skills, as well as the ability to collaboratively guide and lead other professionals, and to work cooperatively with others in the community.

Experience:

Minimum five years successful teaching experience

Essential Job Functions:

• Provides technical and professional support, including instructional assistance, to teachers and campus administrators in regards to dyslexia and §504.

• Supports at school campuses for students with disabilities being served by or being considered for services under Federal law PL 93-112, §504, and/or Texas Education Code §38.003, Dyslexia and Related Disorders.

• Leads professional development activities as needed and collaboratively supports curriculum implementation in the district. Provides support for summer programs for struggling readers when applicable.

• Provides professional development for teachers in the areas of §504/dyslexia compliance, best instructional practices, differentiating instruction, and use of technology for students with learning differences, and other areas as needed.

• Supports campuses as needed in curriculum implementation, instruction, program development, evaluation, and improvement.

• Participates in district and campus forums for parents to receive information and support for their children.

• Participates in district dyslexia team meetings in order to develop, evaluate, and revise the district dyslexia program.

• Attends district §504 professional development as required to stay up-dated on legal requirements and MISD procedures.

• Collaborates as needed with members of other teams, including Mathematics, Science, English Language Arts, Social Studies, Bilingual/ESL, Advanced Academic Services, Special Education, and others.

• Responds in a timely manner to correspondence (emails, phone calls, verbal requests, etc.) from students, parents, administrators.

• Attends and participates in campus §504/dyslexia meetings as needed.

• Participates in district and campus literacy, §504, Response-to-Intervention, and other related initiatives.

• Complies with all rules and procedures in the MISD §504 and Dyslexia Handbooks. Adheres to all timelines.

• Stays informed of and complies with state, district, and school policies related to job responsibilities.

• Compiles, maintains, and files all reports, records, and other documents as required.

• Keeps professional hours and ensures campus administrators and supervisors are notified of schedule changes or absences.

• Supports daily campus activities and adheres to campus staff expectations.

• Participates in professional development activities to improve job-related skills.

• Works in collaboration with campus staff to develop a schedule of intervention of groups for campus (es) served.

• Develops and implements small group intervention lesson plans that fulfill the requirements of the district approved dyslexia program curriculum and shows written evidence of preparation as required.

• Plans and uses appropriate instructional and learning strategies, activities, materials, and equipment that reflect an understanding of dyslexia and the needs of students.

• Assist teachers in developing strategies to accommodate student needs more effectively.

• Uses technology to strengthen the teaching/learning process.

• Documents student progress by conducting ongoing assessments through formal and informal testing.

• Collaborates with classroom teachers and interventionists to ensure alignment of effort in meeting student needs.

• Manages student behavior in accordance with the Student Code of Conduct and campus student handbooks.

• Creates a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.

• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

• Assists as needed in selection of books, equipment, and other instructional materials, especially in relation to meeting the needs of students with dyslexia.

• Is a positive role model for students and supports the mission of school district.

• Establishes and maintains open communication (as appropriate via phone calls, emails, notes/letters, and in-person conferences) with parents, students, principals, teachers, and supervisor(s).

• Maintains a professional and supportive relationship with colleagues, students, parents, and community members.

• Uses effective communication skills to present information accurately and clearly.

• Performs other duties as assigned by the supervisor or other administrator that are consistent with the general requirements and qualifications for the position.

Supervisory Responsibilities:

None

Equipment used:

Personal computer and peripherals; standard instructional equipment

Working Conditions

The working conditions described 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 and expectations.

Mental Demands:

Maintain emotional control under stress

Work with frequent interruptions

Physical Demands:

Lifting (15-44 pounds)

Carrying (15-44 pounds)

Sitting

Standing

Bending/Stooping

Kneeling

Pushing/Pulling

Repetitive hand motions

Keyboarding/mouse

Speaking clearly

Hearing

Environmental Factors:

Work inside/outside

Exposure to noise

Work prolonged or irregular hours