Please Note: This is a full-time, term position.

NOTE: A Term position is a staff position that exists for a period longer than six months but is not expected to last beyond one year. Although a position may exist for a specified or indefinite period, staff who accept term positions are not guaranteed employment for the entire period; they are employed for indefinite periods within the limit of the appointment. There are no guarantees of continued employment, either within the term or when the term ends. 

The Teacher provides direct supervision of and instruction to students with dyslexia in whole-class (up to approx. 12 students) and small-group settings. Teachers will instruct students in small groups (2-4 students) in reading and math, implementing the curricula and programs of the school. Teachers will provide additional instruction to students in small-group or whole-class settings in other content areas such as writing, handwriting, science, and social studies. Teachers will be responsible for assessing student performance, making data-informed decisions about instruction, and contributing to/writing student goals and reports. Teachers work closely with fellow teachers and the school administration to provide instruction and support to all students of the Academy. 

About the Work Unit 

Roberts Academy is an elementary school (K-5) for students with dyslexia. In its inaugural year, the school will enroll students entering third grade.

The Roberts Academy’s instructional approach follows the principles of intensive intervention for students with dyslexia who have the most persistent academic needs. Students at Roberts Academy receive individualized, evidence-based instruction that seeks to leverage their unique strengths and interests while intentionally targeting their greatest areas of need. While specifically a school for students with dyslexia, Roberts Academy offers a comprehensive program and learning environment that provides students with the skills, knowledge, and confidence to transition to a variety of school settings.

Duties and Responsibilities 

1. Implements the school's programs and curricula in areas including literacy, math, science, and social studies. 
2. Maintains a clean, safe, orderly learning environment which contributes to children’s physical, emotional, social, and cognitive development. 
3. Conscientiously supervises children. 
4. Attends and contributes to faculty meetings. 
5. Establishes and implements behavior management in accordance with a positive behavior support approach. 
6. Regularly assesses student performance.
   1. Completes educational assessments using measures appropriate for the student. 
   2. Uses approved assessment tools to collect information regarding current levels of performance for all children in the classroom.
7. Uses data from ongoing data collection to inform instruction for individual children and classroom planning and makes necessary changes when appropriate. Informs and monitors these changes with the classroom team. 
8. Consistently meets requirements for timely filling of documentation as required. 
9. Consults with administrative team as needed to provide input on curriculum and individual child supports. 
10. Collaborates with fellow teachers to plan and implement daily curriculum and individual education plans. 
11. Collects data on progress towards individual goals developed by educational team. 
12. Coordinates and implements specific instructional strategies with classroom team members. 
13. Collaborates with students extended educational teams to plan assessments, data collection needs, and develop educational plans. 
14. Contributes to transition plans. 
15. Develops and maintains positive relationships with parents.
    1. Provides communication from school to home including daily notes, monthly classroom newsletters, and school-wide updates. 
    2. Interacts with parents in a friendly, professional manner. 
    3. Conducts conferences with parents, communicating goals, current levels of performance, and progress toward goals. 
16. Responds to professional emails promptly (typically within one school day). 
17. Seeks outside resources (RA admin, faculty, consult therapists) as necessary to meet classroom and student needs. 
18. Facilitates positive experiences for student workers, student volunteers, and practicum students at all levels. 
19. Provides students with opportunities to teach and/or complete necessary assignments within the classroom setting under supervision. 
20. Models desired practices for interactions with children (group or individual), preparation of the environment, and interactions with families. 
21. Displays a commitment to elementary education and the education of students with dyslexia.
    1. Attends and participates in required professional development. 
    2. Seeks external professional development opportunities, including participation in professional organizations as members and event attendees. 
22. Displays professionalism.
    1. Follows guidelines and policies of RA and Vanderbilt University. 
    2. Upholds student and family confidentiality. 
    3. Interacts with students, parents, other staff, outside professionals, volunteers, and administration professionally. 
    4. Upholds the RA Mission. 
23. Completes additional responsibilities as assigned by the RA administration.
    1. Flexibly participates in school-wide coverage plan to ensure smooth operation of the entire RA program, including special school events. 
    2. Provides supervision of students during non-instructional times such as lunch, drop-off, dismissal, and recess.

Supervisory Relationships 

This position does not have supervisory responsibility. This position reports administratively and functionally to the Director of Roberts Academy. However, there may be opportunities to provide feedback to Vanderbilt University students assigned to the classroom. 

Qualifications

Bachelor's degree in elementary education or special education required. Master's degree in a related field preferred. 

Work experience with elementary aged student and students with dyslexia are highly preferred/desired. 

Orton-Gillingham training is highly desired. 

Commitment to Equity, Diversity, and Inclusion

At Vanderbilt University, we are intentional about and assume accountability for fostering advancement and respect for equity, diversity, and inclusion for all students, faculty, and staff. Our commitment to diversity makes us who we are. We have created a community that celebrates differences and lets individuality thrive. As part of this commitment, we actively value diversity in our workplace and learning environments as we seek to take advantage of the rich backgrounds and abilities of everyone. The diverse voices of Vanderbilt represent an invaluable resource for the University in its efforts to fulfill its mission and strive to be an example of excellence in higher education. 

Vanderbilt University is an equal opportunity, affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or status as a protected veteran, or any other characteristic protected by law. 

Please note, all candidates selected for an offer of employment are subject to pre-employment background checks, which may include but are not limited to, based on the role for which they have been selected: criminal history, education verification, social media review, motor vehicle records, credit history, and professional license verification.