Elementary Reading Specialist (K-3)

Job Title: Elementary Reading Specialist (K-3)

Supervisor: School Level – Principal

District Level – Director of Curriculum and Instruction or Designee

Salary Schedule: TA

CONTRACT : 9 Months (187 days)

JOB GOAL : To support teachers in the implementation of the science of reading so that student proficiency increases, the achievement gaps close, and all students are reading at or above grade level by the end of third grade.

MINIMUM QUALIFICATIONS : An Elementary Reading Specialist shall have all the following minimum qualifications:

a. The required Alabama Professional Educator Certificate.

b. A bachelor’s degree and advanced coursework or professional development in the science of reading, such as multisensory language instruction, or comparable alternative training approved by the Alabama State Board of Education.

c. A minimum of two years of experience as a successful elementary or literacy teacher.

d. A knowledge of scientifically based reading research, special expertise in quality reading instruction and intervention, dyslexia specific interventions, and data analysis.

e. A strong knowledge base in the science of learning to read and the science of early childhood education.

f. Excellent communication skills with outstanding presentation, interpersonal, and time management skills.

ROLE OF THE ELEMENTARY READING SPECIALIST: The Elementary Reading Specialist shall provide intensive, targeted professional development for elementary school teachers at one school. Reading Specialists may not perform administrative functions such as serving as an evaluator, substitute teacher, assessment coordinator, or school administrator. They also may not serve as a full-time interventionist or instructional coach above third grade.

DUTIES AND RESPONSIBILITIES: To ensure that all students are reading on or above grade level by the end of third grade, the job of the ARI-funded local reading specialist(s) outlined in the Alabama Literacy Act will include the following as evidenced by student reading achievement and growth:

a. Collaborating with the principal to create a strategic plan for coaching to support and measure the impact of reading instruction according to the science of reading, school baseline data, and data from approved early reading assessment systems.

b. Facilitating school wide professional development and monitoring and measuring the impact of transfer to practice.

c. Modeling effective science of reading instruction for teachers that is explicit, systematic, inclusive of detailed explanations and more extensive opportunities for guided practice, error correction, and feedback.

d. Coaching and mentoring teachers daily via planned coaching cycles based on data and gradually releasing responsibility to teachers.

e. Facilitating data analysis discussions and supporting teachers by using data to differentiate instruction according to the needs of students by adhering to the framework of tiered instruction.

f. Fostering multiple areas of teacher professional learning, including exceptional student education and content area knowledge, and adjusting based on data.

g. Prioritizing time for those teachers, activities, and roles that will give the greatest impact on student reading achievement, such as coaching and mentoring in classrooms, as evidenced by coaching logs, student impact data, and site visit data.

h. Monitoring the reading progress of all students a minimum of three times per year and making recommendations for the adjustment of instruction according to student specific needs identified from multiple data points and aligned with the science of reading as specified in the strategic plan for coaching.

i. Collaborating with regional specialists and attending professional learning opportunities hosted by ARI, including all assigned Coaching Communities.

EVALUATION : Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of personnel.

SOURCE : Athens City Schools, Athens, Alabama