Secondary Teacher, ELA Bridging

PRIMARY PURPOSE:

The Secondary Bridging Literacy Teacher is responsible for working closely with at-risk students at the campus level, grades 10-12, to ensure that additional support and small group instruction is provided for them in ELA. The Literacy Bridging Teacher will provide ELA instructional support that fulfills the requirements of Texas Essential Knowledge and Skills (TEKS).

QUALIFICATIONS:

Education/Certification:

Bachelor’s degree, required

Valid Texas teaching certificate or permit with required endorsements for subject/level assigned, required

Masters degree in English or Reading, preferred

Special Knowledge/Skills:

Deep understanding of scientifically based reading research and evidence-based practices for teaching Reading and assessing student progress toward achievement of benchmarks

Knowledge of research based strategies in Reading in the content areas

General knowledge of curriculum and instruction

Knowledge of Literacy State Standards and State Assessment

Provide resources and training to campus staff on scientifically based reading research and evidence-based practices for teaching Reading

Gather and assist in analyzing data and write reports related to Reading

Create an atmosphere of trust and collaboration among staff to promote professional growth and accelerate Reading achievement for struggling students

Presentation skills needed to model instructional lessons

Experience:

Three (3) years successful teaching experience, required

Working Days:  187

MAJOR RESPONSIBILITIES AND DUTIES/ESSENTIAL FUNCTIONS:

1. Teach students with the use of appropriate core and supplemental intervention materials that align with district and state curriculum, TEKS.

2. Monitor and support students as they utilize Reading intervention programs and effective strategies in the classroom.

3. Maintain a low student/teacher ratio to provide the students with the additional instructional support and setting needed for clarification and explanation of Literacy skills and concepts.

4. Maximize the use of technologies in the teaching/learning process as it applies in the classroom.

5. Work cooperatively with teachers of special populations to modify/enhance curricula as needed for students.

6. Plan lessons that include the selection of resources and other instructional materials to meet individual needs for students needing intervention.

7. Attend and assist with campus leadership and intervention teams (SSI, PGP, etc.) as needed.

8. Plan and exemplify model lessons for students needing above and beyond the concepts that include effective strategies that are planned with depth, complexity and rigor.

9. Coach/mentor students who are struggling with strategies on concepts needed for mastery that include rigor that promote Reading in ways that will entice them to take an interest.

10. Participate with Department members in the planning of instruction to ensure that the effective teaching strategies are in place in the area of Reading primarily for the at-risk student.

11. Gather and assist in analyzing data, writing literacy reports and administer and interpret assessment data to determine adequate progress, or those in need of supplemental or intensive intervention.

12. Advocate for the struggling student to ensure that they have the resources needed to master skills.

13. Monitor the progress of struggling students and offer suggestions to parents for intervention to meet students’ Reading needs.

14. Maintain a professional relationship with all colleagues, students, parents and community members.

15. Use acceptable communication skills to present information accurately and clearly.

16. Participate, and demonstrate an initiative in the campus and district professional development.

17. Compile, maintain and file all reports, records and other documents required.

18. Perform other duties as assigned by immediate supervisor (primary evaluator) in accordance with funding source guidelines.

SUPERVISORY RESPONSIBILITIES:

None

EQUIPMENT USED:

Computer, copier, fax machine, multimedia equipment

WORKING CONDITIONS:

Mental Demands:

Ability to communicate effectively (verbal and written)

Maintain emotional control under stress