Primary Purpose:

Provide direct academic support services to identified students with appropriate interventions and strategies. Work cooperatively with instructional personnel to provide guidance, support, modeling RtI strategies and approaches, and staff development to teachers in related subject-area. Work with students individually and in small groups, bringing them up to grade level reading and/or math standards. 

This is a grant funded position that will only be available as long as the grant is provided.

Qualifications:

Education/Certification:

Bachelor’s degree

Valid Texas teaching certificate with required endorsements for subject and level assigned

Masters degree preferred

Special Knowledge/Skills:

Knowledge of curriculum and instruction assigned grades or subject

Knowledge of intervention instructional strategies and best practices

Ability to instruct students and manage behavior

Ability to interact positively with students, parents, and educators

Ability to analyze data to provide intervention support to at-risk students

Strong organizational, communication, and interpersonal skills

 Knowledge of reading instructional strategies

Knowledge of Dyslexia

Knowledge of 504 Committee process and Individual Academic Plan (IAP) goal setting process and implementation

Knowledge of how to adapt curriculum and instruction for students being serviced though Dyslexia

Effective communication skills

Experience:

5 years teaching experience with demonstrated student success

Major Responsibilities and Duties:

Instructional Strategies

1. Provide direct instruction to students who are eligible for services in a small group, classroom, or individual setting. Co-plan or co-teach lessons with grade level teachers. Model teach and best practices, such as small group instruction.
2. Provide interventions for at risk students, preparing and delivering lessons that reflect the specific academic intervention needs for each individual student. 
3. Plan and use appropriate instructional and learning strategies, activities, materials, and technology that reflects understanding of the learning styles and needs of students assigned. Differentiate instruction individually and within a small group.
4. Plan and use appropriate instructional and learning strategies, activities, materials, and technology that reflects understanding of the learning styles and needs of students assigned. Differentiate instruction individually and within a small group. 
5. Evaluate and measure the effectiveness of specific RtI strategies and interventions; conduct ongoing assessment of student achievement through formal and informal testing. 
6. Communicate individual student progress regularly with appropriate school personnel and parents, including data analysis and writing intervention reports.
7. Provide professional development to teachers who work with at risk students.
8. Provide guidance and support to teachers working with students in Tier II and III instruction.Collaborate with students, parents and other members of staff to develop IAP through the 504Committee process for each student assigned.
9. Implement an instructional or skill development program for assigned students to show written evidence of preparation.
10. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned.
11. Work cooperatively with classroom teachers to accommodate regular curricula as needed and assist dyslexic students in regular classes with assignments.
12. Participate in 504 Committee meetings on a regular basis.
13. Conduct assessment of learning styles and use results to plan for instructional activities.
14. Present subject matter according to guidelines established by IAP.
15. Employ a variety of instructional techniques and media to meet the needs and capabilities of each student assigned.
16. Use technology in teaching/learning process

Classroom Management and Organization

1. Create environment conducive to learning and appropriate for the physical, social, and emotional development of students.
2. Manage student behavior in accordance with Student Code of Conduct and student handbook.
3. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
4. Compile, maintain, and file all reports, records, and other documents required.

Student Growth and Development

1. Conduct ongoing assessments of student achievement through formal and informal testing.
2. Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by campus principal.
3. Be a positive role model for students; support mission of school district.

Professional Growth and Development

1. Reflect, plan, request and participate in staff development activities to improve job-related skills.
2. Comply with state, district, and school regulations and policies for classroom teachers.
3. Attend and participate in faculty meetings and serve on staff committees as required.

Communication

1. Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
2. Maintain a professional relationship with colleagues, students, parents, and community members.
3. Use effective communication skills to present information accurately and clearly.

Other

1. Use effective communication skills to present information accurately and clearly.
2. Coordinate after-school program, such as tutoring.
3. Follow district safety protocols and emergency procedures.
4. Performs 100% of instructional duties on a Title I, Part A Schoolwide campus
5. Participate in staff development activities to improve job related skills.
6. Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers.
7. Compile, maintain, and file all physical and computerized reports, records, and other documents required.
8. Attend and participate in faculty meetings and serve on staff committees as required.
9. Other duties as assigned

Supervisory Responsibilities:

None

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals, instructional software, and other instructional equipment

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment

Environment: Work inside, may work outside; regular exposure to noise

Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours