<p>TITLE: ARI Reading Specialist</p> <p>JOB GOAL: To function solely as a reading specialist, peer support and</p> <p>coaching partner for teachers.</p> <p>Impact student learning by providing coaching and mentoring to</p> <p>teachers in scientifically based reading instruction and intervention</p> <p>so that all students attain grade-level reading proficiency by Grade</p> <p>3.</p> <p>FLSA STATUS: Exempt</p> <p>REPORTS TO: Principal, Curriculum and Instruction Coordinators</p> <p>MINIMUM QUALIFICATIONS:</p> <ol> <li>Valid Alabama Professional Educator Certificate for elementary and/or reading </li></ol> <p>teacher.</p> <ol start="2"> <li>Advanced coursework or professional development in the science of reading is </li></ol> <p>required, such as multisensory language instruction, or comparable alternative</p> <p>training approved by the State Board of Education.</p> <ol start="3"> <li> <p>Minimum two (2) years successful elementary or literacy teaching experience.</p> </li><li> <p>Specialized knowledge in the science of learning to read and the science of early</p> </li></ol> <p>childhood education, quality reading instruction and intervention, dyslexia specific</p> <p>interventions, and data analysis.</p> <ol start="5"> <li>Excellent communication skills with outstanding presentation, interpersonal, and </li></ol> <p>time management skills.</p> <ol start="6"> <li>Exceptional abilities to work with adult learners to improve their practices, </li></ol> <p>through facilitation of targeted, intensive professional development and modeling</p> <p>effective reading instruction.</p> <ol start="7"> <li> <p>Demonstrated professionalism as an on-going learner and teacher leader.</p> </li><li> <p>Ability to meet suitability criteria for employment and/or certification/licensure</p> </li></ol> <p>under the Alabama Child Protection Act of 1999 and Act No. 2002-457.</p> <ol start="9"> <li>Knowledge of and ability to implement effective instruction, effective instructional </li></ol> <p>planning, and the use of formative and summative assessment data to inform</p> <p>instruction.</p> <p>10.Knowledge of and ability to plan and implement effective teacher supervision,</p> <p>teacher coaching, and professional development practices.</p> <p>11.Knowledge of school's program of studies related to mission, goals and</p> <p>organization.</p> <p>12.Ability to apply knowledge of current research and theory to instructional</p> <p>programs.</p> <p>13.Ability to plan and implement lessons and professional development based on</p> <p>system and state courses of study and the needs and abilities of students.</p> <p>Page 2 of 4</p> <p>14.Ability to establish and maintain effective relationships with students, teachers</p> <p>and administrators.</p> <p>15.Demonstrated proficiency in oral and written communication skills.</p> <p>16.Ability to identify and solve problems as a productive team member.</p> <p>17.Ability to use technology to communicate, to plan and provide instruction, to</p> <p>facilitate student learning, to manage data, and to produce/submit required</p> <p>reports, correspondence, and/or financial information.</p> <p>18.Physical strength, mobility, dexterity, stamina, and acuity to perform job</p> <p>responsibilities.</p> <p>19.Ability to be punctual and in regular attendance.</p> <p>20.Such alternatives to the above qualifications as the Board may require.</p> <p>PERFORMANCE RESPONSIBILITIES AND ESSENTIAL FUNCTIONS:</p> <ol> <li> <p>Demonstrates support for the school system, its purpose, direction, and priorities.</p> </li><li> <p>Demonstrates knowledge of the prescribed curriculum, intervention strategies,</p> </li></ol> <p>school improvement plans, and effective professional development delivery</p> <p>techniques.</p> <ol start="3"> <li>Demonstrates knowledge of current educational research and best instructional </li></ol> <p>practices.</p> <ol start="4"> <li> <p>Models appropriate and innovative use of technology for students and staff.</p> </li><li> <p>Demonstrates professionalism in appearance and in attitude at all times.</p> </li><li> <p>Utilizes innovative teaching techniques and technology as a teaching tool to plan</p> </li></ol> <p>and provide instruction; acts as a facilitator for students in the use of technology</p> <p>in the classroom.</p> <ol start="7"> <li>Adheres consistently to LEA/ARI approved schedule that includes time in </li></ol> <p>preplanned, daily support with teachers, professional learning communities, and</p> <p>daily intervention instruction with one group of struggling readings so that reading</p> <p>goals are achieved.</p> <ol start="8"> <li>Collaborates with the principal to create a strategic plan for coaching to ensure </li></ol> <p>all students read on grade level.</p> <ol start="9"> <li>Facilitates schoolwide professional learning and study groups directly related to </li></ol> <p>identified K-3 literacy needs.</p> <p>10.Models effective reading instructional and intervention strategies for teachers.</p> <p>11.Coaches and mentors teachers daily.</p> <p>12.Facilitates data analysis discussions and supporting teachers by using data to</p> <p>differentiate instruction according to the needs of students.</p> <p>13.Fosters multiple areas of teacher professional learning, including exceptional</p> <p>student education and literacy content area knowledge.</p> <p>14.Prioritizes time for the teacher, activities, and roles that will have the greatest</p> <p>impact on student reading achievement, such as demonstrating, modeling, and</p> <p>working to support literacy needs in the classrooms.</p> <p>15.Monitors the reading progress of all students a minimum of three times per year</p> <p>and making recommendations for adjustment of instruction according to student</p> <p>specific need(s).</p> <p>16.Utilizes a variety of coaching strategies to differentiate support for teachers, both</p> <p>individually and in groups.</p> <p>17.Assist in planning specialized instruction for struggling students as needed.</p> <p>Page 3 of 4</p> <p>18.Uses age- appropriate instructional strategies in all tiers of instruction to improve</p> <p>students' skills in subject area(s) as assigned.</p> <p>19.Supports school and system literacy efforts to reach the goal of students</p> <p>performing at or above proficiency in all areas.</p> <p>20.Actively participates in and works with other school personnel in planning</p> <p>effective instructional goals, objectives, methods and curriculum.</p> <p>21.Administers standardized, norm-referenced or criterion-referenced tests for</p> <p>instructional planning and program evaluation purposes.</p> <p>22.Participates in and/or leads professional growth and development activities for</p> <p>the purpose of improving instruction, including staff meetings, in-services and</p> <p>staff development activities as required or assigned.</p> <p>23.Develops and uses assessment strategies (traditional and alternative) to assist</p> <p>the continuous development of learners.</p> <p>24.Interprets and uses data (including but not limited to standardized and other test</p> <p>results) for diagnosis, instructional planning and program evaluation.</p> <p>25.Assists with the administration of state assessments and other standardized tests</p> <p>in accordance with directions provided, including proctoring and secure handling</p> <p>of materials.</p> <p>26.Communicates high learning expectations for all students.</p> <p>27.Communicates effectively, orally and in writing, with other professionals,</p> <p>students, parents and community.</p> <p>28.Works collaboratively with other teachers in curriculum development,</p> <p>instructional planning, special activities and sharing ideas and resources.</p> <p>29.Engages in continuing improvement of professional knowledge and skills.</p> <p>30.Keeps abreast of developments in instructional methodology, learning theory,</p> <p>curriculum trends and content.</p> <p>31.Acts in a professional and ethical manner and adheres to professional standards</p> <p>at all times.</p> <p>32.Serves on committees, task forces, planning teams, and advisory groups to</p> <p>improve student achievement.</p> <p>33.Supervises and/or assists with extracurricular and co-curricular activities as</p> <p>assigned.</p> <p>34.Supports school improvement initiatives by active participation in school</p> <p>activities, events, ceremonies, services and programs.</p> <p>35.Maintains appropriate confidentiality regarding /student/school/workplace</p> <p>matters.</p> <p>36.Demonstrates initiative in identifying potential problems and/or opportunities for</p> <p>improvement in areas of responsibility.</p> <p>37.Reports potential problems, unusual events, or work irregularities to appropriate</p> <p>administrative or supervisory personnel.</p> <p>38.Responds to inquiries, requests, constructive feedback, concerns and/or</p> <p>complaints in a timely and positive manner.</p> <p>39.Maintains and submits reports, records, and correspondence in a timely and</p> <p>accurate manner.</p> <p>40.Properly uses and cares for equipment and material resources of the school</p> <p>system and effectively supervises and monitors students in the care,</p> <p>maintenance, and use of tools, equipment, and inventory.</p> <p>Page 4 of 4</p> <p>41.Adheres to school system rules, administrative procedures, local Board policies,</p> <p>and state, federal, and local regulations.</p> <p>42.Performs any other job-related duties as assigned by the Principal or Director of</p> <p>Curriculum and Instruction.</p> <p>SALARY: Based on the St. Clair County School System Salary Schedule</p> <p>TERMS OF EMPLOYMENT: 9 month</p> <p>EVALUATION: Performance will be evaluated according to board policy.</p>