Job Description

Openings as of 2/18/2020
Elementary School Teaching 3-5

  • Teacher - Reading Specialist JobID: 392
  • Position Type:
    Elementary School Teaching 3-5/Elementary School Teaching 3-5

  • Date Posted:
    1/16/2020

  • Location:
    Desert View Intermediate
    (High-Needs School)


  • Date Available:
    2020-2021 YR

  • Closing Date:
    Open until filled

  •   GENERAL DESCRIPTION:
    The Reading Interventionist is a master teacher of reading who works specifically with students who require intensive intervention.
    The goal of the interventionist is to effectively close the gap in reading and to ensure that students return to grade level curriculum
    as quickly as possible. The Reading Interventionist acts as a resource person to promote student and teacher growth in learning and
    teaching reading and as a reading instructor for students in need of acceleration, correction, or remediation. The Interventionist connects
    literacy instruction to student’s prior knowledge and experiences and creates a learning environment where students interests and
    knowledge are respected encouraged. The Reading Interventionist works collaboratively with teachers to implement a quality literacy
    program that is research-based and differentiated for student needs. This position supports teachers by modeling instructional strategies
    and lessons, developing and modifying lesson plans, supporting all students in a variety of ways to improve their reading, and expanding
    teacher and parent understanding of current literacy research and knowledge. Exhibits personal interest and enthusiasm for reading to
    support the teaching of literacy and engages collaboratively in the school-wide and district-wide literacy effort to build a shared vision and
    supportive culture, identify common goals, and monitor and evaluate progress toward those goals. This position provides leadership
    to students by modeling good citizenship and a positive attitude toward learning.

    QUALIFICATIONS:
    Previous Experience:
    • Experience in a school leadership role, preferred
    • Three or more years of experience as a Reading Teacher, preferred but will accept mathematics specialist, 3-5 SPED, ELL
    • Valid certification in Reading or Reading Endorsement
    Knowledge of:
    • Arizona College and Career Readiness Standards
    • Interventions and Reading stratagies
    • Literacy assessments
    • Data interpretation to drive instruction
    • Knowledge and understanding of scientifically based reading research
    Ability to:
    • Analyze and use data to design, modify, and evaluate literacy curriculum, instruction, and assessment
    • Communicate and collaborate with classroom teachers about alignment between classroom instruction and intervention.
    • Attend appropriate trainings and meetings as assigned
    • Perform other duties that may be assigned by the Principal or Instructional Facilitator.
    • Perform other such duties as are assigned by the administration and Governing Board.
    • Initiate and maintain communication and a good working relationship with colleagues, students, and families.
    REPORTS TO: Building Principal

    SUPERVISES: Assigned support staff, if applicable

    PERFORMANCE RESPONSIBILITIES:
    TEACHING AND LEARNING
    • Spends a majority of time in classrooms working directly with teachers and students in the area of literacy - Creates and provides developmentally appropriate reading instruction in individual and/or small group instruction to meet the needs of students.
    • Design effective intervention lessons to accelerate student learning.
    • Facilitate daily direct, explicit systematic reading intervention lessons using SBRR models that are selected by school/district.
    • Supervising the work of students
    • Guide the learning, interest and activities of each student by:
      • Selecting objectives at the correct level of difficulty
      • Teaching to one sub-objective at a time
      • Utilizing the principle of learning
      • Assessing student performance and modifying instruction accordingly
    • Facilitate Tier II and III intervention
    • Provide Tier II and III intervention
    • Serves as a member of the student study team to process (not the organizer or recordkeeper)
    • Serves as a member of the school’s literacy team to design, implement, and monitor the school literacy plan
    • Assists with evaluating students, identifying knowledge gaps and practice shortfalls, and recommending interventions. Carefully evaluates how to achieve student learning goals and uses appropriate strategies and resources to adapt to the reading needs of individuals and groups of students.
    • Actively integrates technological tools and literacy programs to support students, families, teachers, and school staff.
    • Supports PUSD curriculum and Fundations.
    • Collaborates with families, school teachers and staff, and other professionals to promote student growth and development in reading.
    • Accesses appropriate services and literacy resources to meet specific learning differences or needs.
    • Stimulates student reflection on prior literacy knowledge, links new concepts to familiar literacy concepts, and makes connections to students’ experiences in reading.
    • Engages students in literacy experiences that encourage students to explore and attempt different types of literacy books and materials.
    • Uses real world books and materials to engage students in applying reading knowledge and practice.
    • Recognizes when student misconceptions interfere with reading and creates educational experiences to correct for these misconceptions.
    • Helps students to persevere in order to read fluently, effectively, and meaningfully
    • Engages students in understanding and identifying quality work and provides them with effective feedback to improve their reading
    • Plans how to achieve student learning goals in reading, choosing appropriate reading strategies, literacy resources and materials to differentiate instruction for individuals and groups of students; developing appropriate sequencing of reading experiences; and allowing multiple ways to demonstrate reading

    Data and Assessment
    • Create and manage flexible intervention groups that are based on data.
    • Make instructional decisions that are based on data analysis.
    • Frequently monitor progress of student receiving intervention services, in order to adjust instructional practices and student grouping.
    • Participate in the collection and entering of DIBELS data during assigned benchmark periods.
    • Collaborate with site-based teams to analyze and interpret assessment data to inform and drive instruction.
    • Assess and report student progress in a timely manner
    • Collects and maintains appropriate records of student progress and provides timely and accurate oral and written feedback to teachers, school staff, students, and parents.
    • Uses a variety of data to evaluate abilities and disabilities of students and works independently and with classroom teachers and school staff to adjust their instruction to meet the needs of all students.
    • Designs formative and summative assessments to assess individual and group student learning in the area of reading.
    • Regularly uses formative and summative assessments to develop, guide, and/or modify literacy instruction to accommodate individual and student group needs.
    • Designs formative assessments in reading that match learning objectives with assessment formats to evaluate learners’ knowledge and practice.
    • Works independently and collaboratively to examine reading test and other performance data in order to understand students’ progress and guide reading instruction.
    • Continuously monitors student learning in reading, engages students in assessing their reading progress, and adjusts reading instruction in response to student learning needs.

    OTHER
    • Performs any additional duties as requested by the School Principal, which are consistent with the effective and orderly operation of this position and the Page Unified School District goals and mission.
    • Participate in scheduled meeting to develop skills, share practices, assess progress and to address challenges pertaining to reading implementation.
    • Skilled at building and facilitating a team of teachers and paraprofessionals.
    • Plan, coordinate and supervise the work of paraprofessionals when appropriate

    TERMS OF EMPLOYMENT: 9 month




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