3 The Alberta School of Performing Arts Reading Interventionist Jobs in Tuscaloosa, AL

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The Alberta School of Performing Arts Reading Interventionist

Tuscaloosa City Schools

Tuscaloosa, AL | Full Time

$46k-66k (estimate)

2 Weeks Ago

The Alberta School of Performing Arts Special Education Aide

Tuscaloosa City Schools

Tuscaloosa, AL | Full Time

$25k-34k (estimate)

3 Weeks Ago

The Alberta School of Performing Arts 6th-8th Grade Special Education Aide

Tuscaloosa City Schools

Tuscaloosa, AL | Full Time

$25k-34k (estimate)

2 Weeks Ago

The Alberta School of Performing Arts Reading Interventionist

$46k-66k (estimate)

Full Time 2 Weeks Ago

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Tuscaloosa City Schools is Hiring a The Alberta School of Performing Arts Reading Interventionist Near Tuscaloosa, AL

Reading Intervention Specialist

JOB GOAL

The Reading Intervention Teacher in this role works with struggling readers full time using the selected “Soar to Success” reading intervention program.

QUALIFICATIONS

Alabama State Department of Education Teaching Certification in the area of instructional responsibility required.

Completed ARI two-week summer institute.

Holds a valid Reading Specialist certificate or is in the process of obtaining reading certification.

Must meet the “highly qualified” criteria as defined by the “No Child Left Behind Act of 2001”

Must meet the suitability criteria for employment and/or certification/licensure under the Alabama Child Protection Act of 1999 and Act No. 2002-457.

SUPERVISOR

Principals

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES

Knowledge of how to administer the QRI-III.

Knowledge of what the research has established as effective practices for struggling readers.

Knowledge of how to connect the use of informal assessment measures to determining which students are fluent readers and comprehenders of grade-level materials and which will be targeted for intervention.

Knowledge of how to use assessment data to monitor learning and to guide instruction.

Knowledge of the basic characteristics of skillful reading.

Knowledge of how to accelerate learning for struggling readers.

Knowledge of how to provide systematic, explicit phonics instruction.

Knowledge of how to assess decoding ability.

Knowledge of how to recognize, secure, and use appropriate text to provide specialized support to struggling readers.

Knowledge of how to respond to oral reading errors in ways that are appropriate to the nature of the error, the purpose of the particular lesson, and the needs of the learner.

Knowledge of how to assess and develop fluency in reading.

Knowledge of how to teach spelling in ways that enhance decoding, strengthen visual imagery, and give appropriate emphasis to spelling rules and patterns.

Knowledge of a variety of activities to increase vocabulary and oral language development.

Knowledge of the six interferences to comprehension.

Knowledge of specific strategies used pre-, during, and post reading to build comprehension in both narrative and expository text.

Knowledge of the role of explicit instruction in teaching comprehension.

Effective written and oral communication skills.

Knowledge and ability to use various forms of education technology.

Ability to use effective public relations skills necessary for the successful implementation of new programs.

Knowledge of board policies and procedures.

Physical mobility and visual acuity to visit schools and classrooms for the improvement of programs.

ESSENTIAL FUNCTIONS

Provide specialized instruction to struggling readers.

Help teachers interpret QRI data as it relates to the six interferences.

Help teachers design rooms that practice small group instruction.

Assist teachers in determining who will be targeted for intervention during the school year.

Attend monthly professional development provided by the ARI and ARFI.

Organize staff development for the school based on literacy needs.

Assist System Reading Specialist in Professional Development at the system level.

Communicate regularly with the System Reading Specialist.

Assist teachers in engaging students in creating meaning by connecting reading and writing for different purposes in all content areas.

Evaluate current school intervention efforts in light of what the research establishes as effective practices for struggling readers and identify which practices need to be added and/or revised.

Attend Soar to Success Training.

Coach after-school intervention teachers in implementing Soar to Success for extended day in ARFI-eligible schools.

Assumes other reasonable and equitable job-related duties as assigned by the immediate supervisor.

TERMS OF EMPLOYMENT

The terms of employment shall be in accordance with provisions of the Board’s Policy Manual, Students First Act, and the Board’s Salary Schedule – Teachers.

EVALUATION

Performance of this job will be evaluated in accordance with provisions of the Board’s policy on Evaluation of Certified and Professional Personnel (GBI).

Source: Tuscaloosa City Schools

Date: July 9, 2003