Job Title:          Dyslexia Teacher (2026-2027)                                                  

Wage/Hour Status:  Exempt

Reports to:       Director of Special Programs       

Pay Grade:       Teacher

Dept./School:   Assigned Campuses and Grade Levels                                  

Date Revised:   6-2021

Position Open Until Filled

Will work on multiple campuses

Position Begins in August of 2026

Primary Purpose:

The primary purpose of the dyslexia teacher is to provide daily dyslexia instruction at assigned campuses as well as administer and interpret diagnostic tests. Apply knowledge of federal, state, and district procedures regarding dyslexia for general and special education. Assist teachers in utilizing effective reading practices and accommodations within the classroom setting. Participate in campus RtI meetings and use data to make recommendations.

Qualifications:

Education/Certification:

Bachelor’s Degree from an accredited college or university

Degree in reading, CALT, or Master Reading Teacher preferred

Valid Texas Teaching Certificate

Special Knowledge/Skills:

Knowledge of Multi-Sensory Teaching Approach

Knowledge in the development and implementation of lesson plans that fulfill the requirements of the district’s dyslexia intervention program

Knowledge of accommodations for differences in learning styles

Demonstrated knowledge of dyslexia and dyslexia procedures

Knowledge of federal, state, local, and district laws, policies, and procedures related to dyslexia and Section 504

Strong organizational, communication, and interpersonal skills

Demonstrated oral and written communication skills

Experience/knowledge with administering assessments and interpreting data from standardized assessments used for dyslexia identification

Experience:

Three years of successful teaching experience in the area of dyslexia, reading, or special education

Major Responsibilities and Duties:

Instructional Management

1. Serve as the campus dyslexia teacher at campuses as assigned. Provide instructional services to students that have been identified with dyslexia.
2. Implement the adopted district dyslexia intervention program.
3. Employ a variety of instructional techniques consistent with the needs and capabilities of the student groups involved.
4. Work with campus RtI and 504 committees to maintain compliance.
5. Cooperate with other members of the staff in planning and implementing instructional goals. Coordinate services with other involved school personnel in planning and providing joint instruction for students.
6. Support a common vision for program improvement and student achievement.

Student/School Improvement

1. Evaluate students who have been referred to the dyslexia program on assigned campuses and provide periodic evaluation and exit consideration from the program. Work with a team to review evaluation and collaborative analyze data for program recommendations.
2. Assess the progress of the students in the dyslexia program on a regular basis using formal/informal assessments and provide progress reports to parents every three weeks.
3. Work with administrators and teachers to collect and analyze data, interpret, and use it to guide instructional decisions.
4. Keep accurate and complete records for students serviced and submit as required.
5. Communicate with parents through progress reports, conferences or phone calls.
6. Act as a positive role model for students and support the mission of the Robinson Independent School District.

Classroom Management and Organization

1. Create an inviting, welcoming classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
2. Establish procedures and routines that are consistent and clear to students.
3. Manage student behavior in accordance with the Student Code of Conduct and the Student Handbook.

Professional Growth and Development

1. Successfully complete training in the district’s approved dyslexia program.
2. Participate in staff development to improve job-related skills.
3. Seek opportunities for professional learning specific to program and district needs.
4. Demonstrate interest and initiative in professional improvement (growth mindset).
5. Daily attendance and punctuality at work are essential functions of the job.
6. Attend and participate in faculty meetings, planning, and serve on committees as required.

Supervisory Responsibilities:

None

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Maintain emotional control under stress. Work with frequent interruptions. Travel within the district to campuses as assigned. Frequent standing, stooping, bending, kneeling, pushing, and pulling. Move small stacks of books, equipment, desks, and other classroom or adaptive equipment. Exposure to biological hazards.