Literacy Interventionist

JOB TITLE: Literacy Interventionist REPORTS TO: Building Principal and Deputy Superintendent DIRECTLY SUPERVISES: N/A Position Summary: The Literacy Interventionist’s primary responsibility is working with individual students and with small groups of children identified as at-risk in Reading. The Literacy Interventionist will also work closely with the building administration and faculty, as well as parents, to support the program for children. The successful candidate must have a cooperative, helpful attitude toward people; be confidential, highly organized and productive; and possess strong computer skills, good verbal and written communication skills and outstanding teaching skills. The Academic Interventionist must also be able to follow and give directions; demonstrate skills in group dynamics and creative problem solving; be dedicated to quality education and the well-being of children. Essential Functions: 1.Have a leadership role in the overall assessment of children throughout the school and identify children at risk through the analysis of that data 2.Design and implement reading interventions using research-based methodology in Literacy 3.Communicate with school personnel and parents of children regarding reading level and rate of progress 4.Differentiate instruction based on assessment data 5.Document interventions and progress on each child 6.Participate actively on the school leadership team 7.Serve on the school based RtI team 8.Participate in team review meetings concerning academic progress for students who are struggling or are in need of service 9.The duties listed above are intended to describe various types of work that may be performed. The omission of specific statements of duties does not exclude them if the work is similar, related, or a logical assignment to the position. EDUCATIONAL/TRAINING/EXPERIENCE/SKILLS REQUIRED: Holds a valid RIDE certificate as a Reading Specialist/Consultant Grade level Special Education certification (preferred) Background / knowledge in literacy-based intervention strategies Ability to communicate effectively with students, school personnel, and parents, and an ability to work cooperatively with others Ability to motivate students and get them excited about learning Knowledge of Response to Intervention (RtI) In accordance with Rhode Island’s Right to Read Act, all educators must demonstrate awareness of and/or proficiency in the Science of Reading. All qualified candidates will have completed an approved Right to Read training program or possess current certification of proficiency or awareness (out-of-state teachers may be granted one year from their date of hire to complete the required training). Awareness Certification requries 10-hours of training, which can be completed online, and free-of-charge on BRIDGE-RI. For positions requiring Proficiency, more intensive coursework is required. Educators can achieve this by completing state-approved certificate/degree programs (e.g., reading specialist certification or a related Master's degree). Upon successful completion of approved proficiency training, educators can apply for a free Literacy/Dyslexia Endorsement to add to their teaching certificate. PHYSICAL DEMANDS: The physical demands described here 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. 1. Communicate and detect information at levels to be able to make presentations and exchange information in person and on the telephone 2. Express oneself so others will be able to clearly understand 3. Constantly operate a computer keyboard and manipulate paper 4. Detect, determine, perceive and identify documentation and reports, and to observe students 5. Able to meet multiple demands from several people and meet deadlines with severe time constraints 6. Must be able to remain in a stationary position for extended periods of time, in both indoor and outdoor environments, and possible move and traverse in order to maintain a safe learning environment 7. Stamina to work irregular or extended hours to include a full day and then attending meetings or supervising evening events 8. Work at a desk, conference table, small student classroom table, or in meetings in various configurations 9. Position self to be able to retrieve items overhead, above the shoulders, and horizontally 10. Move and transport moderately heavy objects TERMS OF EMPLOYMENT: 181 day school year EVALUATION: Performance will be evaluated in accordance with provisions of the RI Model for Educator Evaluation Support Professionals.