**2 ARI Reading Specialist- Special Populations (FVES) *Anticipated Jobs in Tuscaloosa, AL**

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ARI Reading Specialist- Special Populations (FVES) *Anticipated

Tuscaloosa County

Tuscaloosa, AL | Full Time

$47k-76k (estimate)

1 Week Ago

ARI Reading Specialist- Special Populations TWO Positions

Tuscaloosa County

Tuscaloosa, AL | Full Time

$47k-76k (estimate)

2 Weeks Ago

ARI Reading Specialist- Special Populations (FVES) *Anticipated

Tuscaloosa County Tuscaloosa, AL

$47k-76k (estimate)

Full Time 1 Week Ago

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Tuscaloosa County is Hiring an ARI Reading Specialist- Special Populations (FVES) *Anticipated Near Tuscaloosa, AL

Reading Coach

Supervised by/Reports to: Principal and designated CO staff

Supervises: None

FLSA Status: Exempt

Board Approved: Under Revision

NOTE: Reading Coaches are hired under “Special Populations – Central Office” and assigned to schools based on the needs of students.

Job Goals:

To improve academic and literary skills in schools, across all content areas and grade levels, through collaborative professional development, coaching of teachers, demonstration lessons, data analysis, and modeling of effective instruction.
To improve teacher practice so that all students learn and achieve at the highest levels.

Qualifications:

Master’s degree or higher from an accredited college or university.

Valid Alabama teaching certificate in an appropriate area as identified by the Alabama State Department of Education.

Successful completion of Alabama Reading Initiative or other suitable specialized training under the Alabama Literacy Act.

Minimum three (3) years successful teaching experience.

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

Knowledge of and ability to implement effective instruction, effective instructional planning, and the use of formative and summative assessment data to inform instruction.

Knowledge of and ability to plan and implement effective teacher supervision, teacher coaching, and professional development practices.

Knowledge of school’s program of studies related to mission, goals and organization.

Ability to apply knowledge of current research and theory to instructional programs.

Ability to plan and implement lessons and professional development based on system and state courses of study and the needs and abilities of students.

Ability to establish and maintain effective relationships with students, teachers and administrators.

Demonstrated proficiency in oral and written communication skills.

Ability to identify and solve problems as a productive team member.

Ability to use technology to communicate, to plan and provide instruction, to facilitate student learning, to manage data, and to produce/submit required reports, correspondence, and/or financial information.

Physical strength, mobility, dexterity, stamina, and acuity to perform job responsibilities.

Ability to be punctual and in regular attendance.

Such alternatives to the above qualifications as the Board may require.

Performance Responsibilities and Essential Functions:

Demonstrates support for the school system and its vision, goals and priorities.

Demonstrates knowledge of the prescribed curriculum, intervention strategies, school improvement plans, and effective professional development delivery techniques.

Demonstrates knowledge of current educational research and best instructional practices.

Models appropriate and innovative use of technology for students and staff.

Utilizes innovative teaching techniques and technology as a teaching tool to plan and provide instruction; acts as a facilitator for students in the use of technology in the classroom.

Utilizes a variety of coaching strategies to differentiate support for teachers, both individually and in groups.

Provides specialized instruction for struggling students as required.

Uses age- appropriate instructional strategies in all tiers of instruction to improve students’ skills in subject area(s) as assigned.

Supports school and system literacy efforts to reach the goal of students performing at or above proficiency in all areas.

Actively participates in and works with other school personnel in planning effective instructional goals, objectives, methods and curriculum.

Administers standardized, norm-referenced or criterion-referenced tests for instructional planning and program evaluation purposes.

Participates in and/or leads professional growth and development activities for the purpose of improving instruction, including staff meetings, in-services and staff development activities as required or assigned.

Develops and uses assessment strategies (traditional and alternative) to assist the continuous development of learners.

Interprets and uses data (including but not limited to standardized and other test results) for diagnosis, instructional planning and program evaluation.

Assists with the administration of state assessments and other standardized tests in accordance with directions provided, including proctoring and secure handling of materials.

Communicates high learning expectations for all students.

Communicates effectively, orally and in writing, with other professionals, students, parents and community.

Works collaboratively with other teachers in curriculum development, instructional planning, special activities and sharing ideas and resources.

Engages in continuing improvement of professional knowledge and skills.

Keeps abreast of developments in instructional methodology, learning theory, curriculum trends and content.

Acts in a professional and ethical manner and adheres to professional standards at all times.

Serves on committees, task forces, planning teams, and advisory groups to improve student achievement.

Supervises and/or assists with extracurricular and co-curricular activities as assigned.

Supports school improvement initiatives by active participation in school activities, events, ceremonies, services and programs.

Maintains appropriate confidentiality regarding /student/school/workplace matters.

Demonstrates initiative in identifying potential problems and/or opportunities for improvement in areas of responsibility.

Reports potential problems, unusual events, or work irregularities to appropriate administrative or supervisory personnel.

Responds to inquiries, requests, constructive feedback, concerns and/or complaints in a timely and positive manner.

Maintains and submits reports, records, and correspondence in a timely and accurate manner.

Properly uses and cares for equipment and material resources of the school system and effectively supervises and monitors students in the care, maintenance, and use of tools, equipment, and inventory.'

Adheres to school system rules, administrative procedures, local Board policies, and state, federal, and local regulations.

Performs any other job-related duties as assigned by the Principal or designated Central Office Director or Coordinator.

Terms of Employment: Nine-month position in accordance with the Board’s salary schedule.

Evaluation: Performance of this job will be evaluated in accordance with provisions of the State Department of Education and/or Tuscaloosa County Board of Education policy on evaluation of certified personnel.

The statements above are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. All personnel may be required to perform duties outside of their normal responsibilities as needed.