Elementary Reading Specialist - ARI

Job Goals: Impact  student  learning  by  improving  teacher  reading  and  literacy  content  knowledge,  skills,  and professional practice so that all students attain proficiency by Grade 3 in reading/literacy.

Qualifications:

1. Minimum of a B.S. Degree in the area of instructional responsibility required.
2. Minimum of three years' successful experience as a reading coach/specialist, reading interventionist, and/or as a highly successful elementary classroom teacher.
3. Alabama State Department of Education Teaching Certification in the area of instructional responsibility required. 

FLSA Status: Exempt

Reports to: Principal or Appropriate Supervisor

Background Check Required: (Ala. Code §§ 16-22A-5 ) Upon offer of employment, employees will be required to submit legible fingerprints for a background review by the Alabama Bureau of Investigation and the Federal Bureau of Investigation.  Background checks must not be more than 10 years old.

Required Knowledge, Skills and Abilities:

1. Demonstrate success as a classroom teacher
2. Demonstrate depth of knowledge, skill, and experience in the critical areas of beginning/foundational reading (Phonological and Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension, Reading/Writing Connection)
3. Knowledge of content, curriculum, methods, materials, best practices and instructional technology
4. Knowledge of student academic growth and development applicable to the students' grade level
5. Knowledge of school's program of studies related to mission, goals, and organization
6. Strong leadership skills and capabilities of leading adult learners to produce student results and growth
7. Ability to apply knowledge of current research and theory of instructional programs as well as best practices in classroom instruction
8. Ability to analyze and interpret data
9. Ability to create and facilitate professional development
10. Ability to organize, plan, and take initiative to work independently and with teachers while exhibiting a high level of commitment to their responsibilities
11. Display exceptional abilities to work with both adults and students
12. Exhibit oral and written strength and skills in communication and professionalism
13. Ability to use and manage technology including, but not limited to e-mail, internet, Microsoft Office Programs, videos, professional social media, iPads, student learning sites, etc.
14. Knowledge and understanding of the school system rules, administrative procedures, local board policy, and state and federal rules and regulations
15. Demonstrate characteristics of an on-going learner
16. Possess the physical and emotional ability to fulfill the expected employment

Essential Functions:

1. Coaching teachers in K-3 classrooms each day to improve professional practice during reading and literacy instruction (English language arts/reading block). This will include working side-by-side with teachers to successfully improve instruction, implement lessons, and accelerate intervention so that all students are reading on or above grade level by third grade; making a year's growth in reading achievement; and/or are making a year's growth plus catch-up growth.
2. Providing daily targeted intervention to at least one group of struggling readers.
3. Working with the LEA ARI key contact, LEA lead reading specialist, school administrator(s), teachers, community stakeholders, and ALSDE-ARI personnel to successfully implement reading/literacy plans according to the ARI Professional Learning Support Plan for Districts and Schools and the 2016 Revised Alabama Course of Study: English Language Arts.
4. Working with the LEA ARI key contact and the LEA lead reading specialist to turn around reading and literacy content knowledge and skills training necessary to effectively impact the instructional practice of teachers in kindergarten through third grade students according to the district's ARI Professional Learning Support Plan for the school.
5. Assisting the administrator(s) and teachers in utilizing assessment tools (universal screeners, diagnostic, formative, and summative) and reports to support all students and improve results for student groups that have historically struggled to meet proficiency standards - in particular, students from economically disadvantaged backgrounds, English language learners, students showing characteristics of dyslexia, and/or are receiving special education services.
6. Collaborating with administrators and kindergarten through third grade teachers to analyze and to act upon data that will inform instructional decisions, professional practices, and individual teacher professional learning to change student performance trajectories.
7. Working with administrators and teachers to facilitate lesson studies, lead professional learning communities, and identify targeted professional learning needs according to the District's ARI Professional Learning Support Plan for the school.
8. Adhere consistently to an LEA/ARI-approved schedule that includes time in preplanned, daily coaching cycles with teachers, professional learning communities, and daily intervention instruction with at least one group of struggling readers so that reading goals are achieved.
9. Demonstrate  increasing   expertise   in   evidence-based   reading   instruction   appropriate   to   Grade   K-3 Foundations, Reading, Speaking and Listening, and Writing Standards in order to impact the goal of students performing at or above grade level in reading by the end of third grade.
10. Plan and/or facilitate professional learning opportunities that will assist teachers in targeting student reading deficits; facilitating professional conversations; fostering student engagement; assessing student learning; reflecting on professional practice; or identifying next learning steps in order to achieve state, district, and school reading goals.
11. Participate actively and cooperatively in all ARI support visits and trainings in order to meet agreed-upon personal outcomes and all school, state, and district-established reading goals. Actively seek help and support to grow in knowledge, skills, and expertise in reading.
12. Model exemplary work ethic by actively coaching teachers, teaching struggling readers, and participating as a fully functioning member of the school staff daily so that teacher capacity is built and efficacy is achieved.
13. Coach teachers in instruction of students for all tiers of reading in order to reach the goal of students performing at or above grade level in reading by the end of third grade.
14. Assist school administrators and teachers in analyzing and utilizing assessment data in all tiers of reading instruction and making decisions that will increase the reading skills in students in Grades K-3 so that the goal of students performing at or above grade level in reading by the end of third grade is achieved.
15. Assist school administrators and teachers in implementing, strengthening, supporting, and organizing reading instruction and reading intervention efforts so that third grade reading data will dramatically improve.
16. Reflect on personal coaching practices to evaluate personal impact on changing outcomes for K-3 students in grade-level reading achievement goals.
17. Motivate teachers to achieve the goal of all students reading on grade level by the end of third grade in order to build teacher capacity and efficacy related to reading outcomes.
18. Exhibit winsome human relations skills that will encourage professionals toward continuous growth in their own learning and challenge students towards ever-increasing levels of academic achievement.
19. Plan regularly with school, district, and ALSDE-ARI staff in order to reach the goal of all students reading on grade level by third grade.
20. Support local and state reading/literacy efforts __ reading councils, reading associations, reading/literacy alliances, literacy outreach, professional educator organizations, and/or higher education collaborations.

• This position will be subject to the Students First Act of 2011. Madison City Schools reserves the right to fill this position by transfer of a qualified applicant who is already employed by Madison City Schools.

• Under the Students First Act of 2011, no credit toward tenure or non-probationary status is earned in the initial school year of employment if the date of hire occurs after September 30.    

Expected Employment: 187 days (full year) 

Evaluation: According to established Board policies and administrative procedures and guidelines.

Salary Range: According to Madison City Schools Salary Schedule (Salary based on employment for complete year)

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