Dyslexia Teacher

JOB TITLE: Dyslexia Teacher
REPORTS TO: Principal
FLSA STATUS: EXEMPT - PROFESSIONAL

JOB SUMMARY:
To provide students who have been identified as dyslexic and students who scored at-risk on the dyslexia screener with appropriate educational activities and experiences that will enable them to fulfill their potential for intellectual, emotional, physical and social growth.

ESSENTIAL FUNCTIONS:
This job description should not be interpreted as all-inclusive. It is intended to identify the essential functions and requirements of this position. The incumbents may be requested to perform job-related responsibilities and tasks other than those stated in this job description.
Effectively utilizes school technologies appropriate to the position and assumes responsibility for attending all training needed to successfully perform designated responsibilities as directed by the Principal;
Maintains regular attendance;
Complies with Federal and State law and school policies and regulations;
Maintains a safe environment for students, conducive to learning;
Teaches instructional subjects according to guidelines established by Texas Education Agency, and school-approved curriculum;
Provide therapy to identified dyslexic students and interventions to students who scored at-risk on the dyslexia screener;
Apply knowledge of federal, state, and district “Procedures Concerning Dyslexia” for general and special education;
Instruct and evaluate students with dyslexia in any phase of the program;
Provide leadership to teachers in English/Language Arts and Reading instruction as well as RTI at all TIERED levels;
Assist teachers in utilizing effective reading practices within the classroom setting;
Provide instructional support and/or direct instruction, as mandated by Texas law, for students with dyslexia;
Provide 504 and special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth;
Develop or modify curriculum and prepare lessons and other instructional materials to student ability levels;
Work in itinerant capacity as assigned;
Participate as a member of Admission, Review, and Dismissal Committee process; attend ARD meetings; provide input to IEP goals; conduct pre- and post-assessments and perform other data collection; prepare IEP reports;
Work in conjunction with students, parents, and other members of staff to develop IEPs through the ARD Committee process for each student assigned;
Assure the proper implementation of objectives for each student in accordance with IEPs;
Perform specialized duties as assigned in such areas as behavior, vision, movement, and others while working with students and teachers;
Collaborate with other teachers on student IEP to ensure all modifications are met and monitor the integration of students in regular school classrooms;
Interact with parents; conduct interviews and conferences with parents discuss student progress with parents on an on-going basis;
Instructs students in citizenship, character development and basic subject matter as specified by school policy;
Develops lesson plans and instructional material and provides individualized and small group instruction to adapt the curriculum to the needs of each pupil and ensure written plans are available for review;
Ensure lesson plans show modifications for differences in student learning styles;
Design instructional activities by using data from student learning style assessments;
Collaborate with teachers on student Individual Educations Plans to ensure all modifications are met;
Task analyzes and translates lessons into developmentally appropriate learning experiences;
Models citizenship and lessons for students;
Uses effective Classroom Management techniques that foster a safe and positive environment for all students and staff;
Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities;
Reports any pertinent information to the Principal in case of child endangerment, neglect, or abuse;
Establishes, shares, and maintains standards of pupil behavior to achieve an effective learning atmosphere;
Control student behavior in agreement with the student handbook;
Anticipates and effectively addresses unforeseen crises associated with working with large groups of children;
Evaluates pupil’s academic and social growth, keeps appropriate records and prepares progress reports;
Identifies pupil needs and makes appropriate referrals and develops strategies for individual education plans;
Provides individualized and small group instruction to adapt the curriculum to the needs of the student;
Help students assess and enhance their study methods and habits;
Produce formal and informal testing to evaluate student success;
Coordinate and manage extracurricular duties as assigned and sponsor outside activities approved by the principal;
Establish communication rapport with parents, students, principals, and teachers through conferences;
Create and maintain a professional relationship with colleagues, students, parents and community members to support the success of a diverse student population;
Models professional, moral, and ethical standards as well as personal integrity in all interactions;
Models non-discriminatory practices in all activities;
Enrich job skills through continuing education and professional development activities and assumes responsibility for professional growth and keeps materials, supplies, and skills up-to-date;
Participates in curriculum development, faculty committees, and student activity sponsorship, as requested.

SUPERVISORY RESPONSIBILITIES:
Supervises classroom teacher aides, students, and volunteers.

OTHER RESPONSIBILITIES:
Performs other related work as required.

MATERIALS AND EQUIPMENT:
General Office Equipment Personal Computer

MINIMUM QUALIFICATIONS REQUIRED:
EDUCATION AND EXPERIENCE:
Bachelor’s degree from an accredited college or university in a related field.
Minimum 3 years teaching experience in English/Language Arts or Reading
Documented dyslexia training aligned to 19 TAC §74.28(c), the Multisensory Teaching Approach (MTA) preferred or willingness to be MTA trained. This includes training in critical, evidence-based components of dyslexia instruction such as phonological awareness, sound-symbol association, syllabication, orthography, morphology, syntax, reading comprehension, and reading fluency;
Specific training in teaching dyslexic students, administering and interpreting diagnostic tests
preferred.

Preferred;
CERTIFICATES, LICENSES, REGISTRATIONS:
Valid Texas Teaching Certificate required
Valid Texas driver’s license
Licensed Dyslexia Therapist (preferred)

KNOWLEDGE, SKILLS AND ABILITIES:
Knowledge of Cityscape Schools mission, philosophy, culture, protocol, and organizational structure;
Knowledge of effective and efficient methods for organizing and maintaining records and ability to perform the same;
Knowledge of local, state and federal laws governing education;
Knowledge and competency in subject(s) taught;
Knowledge of elementary, secondary or special education principles, practices and procedures;
Knowledge of the principles and methodology of effective teaching;
Knowledge of No Child Left Behind, Texas Education Agency, and school rules, regulations and procedures pertaining to special needs students;
Knowledge and experience working with students who have reading difficulties;
Knowledge of curriculum and lesson plan development to meet IEP goals;
Ability to lead and experience in providing staff development in the areas of reading and
dyslexia to classroom teachers is a major focus;
Ability to share expertise with peers. Strong oral and written communication skills;
Knowledge of interpersonal skills using tact, patience and courtesy;
Knowledge of the IEP process;
Ability to cultivate and maintain effective relationships with a diverse group of people and remain sensitive to their concerns;

Ability to present a positive and professional image of Cityscape Schools;
Ability to work independently and with limited supervision;
Ability to build and maintain effective working relationships with employees, administration, parents, students, and the community;
Ability to work under the pressure of deadlines and time constraints;
Ability to establish goals and objectives and monitor their effective implementation;
Ability to apply discretion and independent judgment and exercise confidentiality;
Ability to establish and maintain standards of behavior;
Ability to deliver articulate oral presentations and written reports;
Ability to understand and relate to children with Dyslexia
MENTAL AND PHYSICAL ABILITIES:
Ability to meet attendance requirements;
Ability to read, write, and communicate the English language effectively;
Duties performed typically in school settings to include: classrooms, gymnasium, cafeteria; auditorium, and recreational areas;
Frequent walking, standing, stooping, lifting, up to approximately 30 pounds, and occasional lifting of equipment and/or materials weighing up to approximately 40 pounds may be required;
Other limited physical activities may be required;
Occasional travel with students on field trips may be necessary;
Hearing is required to perceive information at normal spoken word levels;
The worker is subject to inside and outside environmental conditions, noise and hazards;
Occasional movement of students by wheel chairs and other mechanical devices may be required;
Reaching overhead and above shoulders;
Seeing to monitor student activities and behaviors.