POSITION DESCRIPTION

 

POSITION TITLE:         Part Time Reading Specialist

 

FLSA:                            Exempt Professional

 

QUALIFICATIONS:                 

• Virginia teaching license with a Reading Specialist Endorsement.
• Master’s degree required.
• Leadership and organizational qualities which include the ability to facilitate teams, communicate collaboratively, train and lead others, and coordinate data.
• Working knowledge and understanding of the Response to Intervention (RtI) process, at-risk supports, and literacy development.

 

REPORTS TO:             Building administration

 

POSITION OVERVIEW:      

 

To provide the strategies and support to facilitate the Integration of At-Risk Supports which focuses on effective instructional and behavioral practices related to the specific needs of each child, based on a Response to Intervention (RtI) framework.

 

 

ESSENTIAL JOB FUNCTIONS:

1. Provide research-based, direct instruction in small intervention groups for the majority of the work day.

2. Work collaboratively with the school-wide grade level teams on the appropriate use of data in making educational decisions.

3. Work collaboratively with grade level teams on the appropriate use of data in making educational decisions.

4. Assist with the coordination of school-wide and individual student progress monitoring data.

5. Maintain an accurate data base of students.

6. Train building staff on the research-based interventions, when recommended.

7. Assist building administration in reviewing data to develop and assist in building level professional development.

8. Work collaboratively with school-wide teams to coordinate parent education activities.

9. Work collaboratively with building and central office administration to plan expenditures of program funds.

    

OTHER RESPONSIBILITIES:

1. Support the total school program by observing curricular and extra-curricular student activities.

2. Exhibit dependability and punctuality in assigned duties.

3. Strive to improve professional competence.

4. Display appropriate personal and professional traits that exhibit a positive role model for students.

5. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

6. Strive to achieve the objectives and expectations of the Teacher Performance Evaluation Plan.

7. Maintain a caseload of students receiving instructional interventions as determined by instructional decision making teams.

8. Attend Intervention meetings and share pertinent information with building administration grade level teams.

9. Encourage and support parent involvement, informational opportunities for parents, and academic support for families.