Reading Specialist (LFES)

Job Description Title - Reading Specialist

Reports To: Principal and Assistant Principal

FLSA Designation: Exempt

Job Goal: Per the Alabama Literacy Act, “An Alabama Reading Initiative local reading specialist shall be assigned to provide intensive, targeted professional development for elementary school teachers at one school.”

Minimum Qualifications: An ARI local reading specialist shall have all the following minimum qualifications:

a. The required Alabama Professional Educator Certificate.

b. A bachelor’s degree and advanced coursework or professional development in the science of reading, such as multisensory language instruction, or comparable alternative training approved by the Alabama State Board of Education.

c. A minimum of two years of experience as a successful elementary or literacy teacher.

d. A knowledge of scientifically based reading research, special expertise in quality reading instruction and intervention, dyslexia specific interventions, and data analysis.

e. A strong knowledge base in the science of learning to read and the science of early childhood education.

f. Excellent communication skills with outstanding presentation, interpersonal, and time management skills.

Skills and Physical Abilities: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.

• • The teacher is regularly required to speak, listen walk, stand, sit, use hands for fine manipulation, handle or feel, and reach with hands and arms using a keyboard and video display.
• • The teacher may occasionally be required to stoop, kneel, lift and/or move up to 50 pounds.
• • Specific vision abilities required by this position include close vision, distance vision, ability to focus, and peripheral vision.

Performance Responsibilities and Essential Functions: To ensure that all students are reading on or above grade level by the end of third grade, the job of the ARI-funded local reading specialist(s) outlined in the Alabama Literacy Act will include the following as evidenced by student reading achievement and growth:

a. Collaborating with the principal to create a strategic plan for coaching to support and measure the impact of reading instruction according to the science of reading, school baseline data, and data from approved early reading assessment systems.

b. Facilitating school wide professional development and monitoring and measuring the impact of transfer to practice.

c. Modeling effective science of reading instruction for teachers that is explicit, systematic, inclusive of detailed explanations and more extensive opportunities for guided practice, error correction, and feedback.

d. Coaching and mentoring teachers daily via planned coaching cycles based on data and gradually releasing responsibility to teachers.

e. Facilitating data analysis discussions and supporting teachers by using data to differentiate instruction according to the needs of students by adhering to the framework of tiered instruction.

f. Fostering multiple areas of teacher professional learning, including exceptional student education and content area knowledge, and adjusting based on data.

g. Prioritizing time for those teachers, activities, and roles that will give the greatest impact on student reading achievement, such as coaching and mentoring in classrooms, as evidenced by coaching logs, student impact data, and site visit data.

h. Monitoring the reading progress of all students a minimum of three times per year and making recommendations for the adjustment of instruction according to student specific needs identified from multiple data points and aligned with the science of reading as specified in the strategic plan for coaching.

i. Collaborating with regional specialists and attending professional learning opportunities hosted by ARI, including all assigned Coaching Communities

In all professional and personal relations, teachers shall be held in observance of a course of conduct consistent with the ethics of the teaching profession.

Terms of employment: 187-days

Daily work schedule will be determined by the principal or his/her designee.

Salary:

Approved salary schedule for 9-Month Teachers is located on the Human Resources webpage.

Evaluation:

Alabama Reading Initiative (ARI) local reading specialists will be evaluated according to quantitative and qualitative data measures. Summative and formative student assessment data, surveys, and site visit reports will be used in determining local reading specialists’ effectiveness and that of the overall program and process effectiveness. This includes results-based coaching cycles and weekly schedules of planning. Support for local reading specialists will be provided by ARI regional literacy specialists according to specifications outlined in the Alabama Literacy Act 2019-523

This job description describes the general nature and level of work performed by employees assigned to this position. It is not intended to be an exhaustive list of all job goals, qualifications, and responsibilities. The employee may be required to perform other related duties as assigned. The Blount County Board of Education reserves the right to amend the job description as needed.

THE BLOUNT COUNTY BOARD OF EDUCATION IS AN EQUAL OPPORTUNITY EMPLOYER and does not discriminate based on age, race, color, sex, sexual orientation, religious preference, marital status, disability, national origin, or any other reason prohibited by state or federal law. Employees of the District are required to comply with the provisions of Title VII of the Civil Rights Act and Title IX of the 1972 Educational Amendments. Blount County Board of Education 415 5th Ave East, Oneonta, AL 35121