What are the responsibilities and job description for the ARI Reading Specialist Margaret position at St Clair County Schools?
TITLE: ARI Reading Specialist
JOB GOAL: To function solely as a reading specialist, peer support and
coaching partner for teachers.
Impact student learning by providing coaching and mentoring to
teachers in scientifically based reading instruction and intervention
so that all students attain grade-level reading proficiency by Grade
3.
FLSA STATUS: Exempt
REPORTS TO: Principal, Curriculum and Instruction Coordinators
MINIMUM QUALIFICATIONS:
1. Valid Alabama Professional Educator Certificate for elementary and/or reading
teacher.
2. Advanced coursework or professional development in the science of reading is
required, such as multisensory language instruction, or comparable alternative
training approved by the State Board of Education.
3. Minimum two (2) years successful elementary or literacy teaching experience.
4. Specialized knowledge in the science of learning to read and the science of early
childhood education, quality reading instruction and intervention, dyslexia specific
interventions, and data analysis.
5. Excellent communication skills with outstanding presentation, interpersonal, and
time management skills.
6. Exceptional abilities to work with adult learners to improve their practices,
through facilitation of targeted, intensive professional development and modeling
effective reading instruction.
7. Demonstrated professionalism as an on-going learner and teacher leader.
8. Ability to meet suitability criteria for employment and/or certification/licensure
under the Alabama Child Protection Act of 1999 and Act No. 2002-457.
9. Knowledge of and ability to implement effective instruction, effective instructional
planning, and the use of formative and summative assessment data to inform
instruction.
10.Knowledge of and ability to plan and implement effective teacher supervision,
teacher coaching, and professional development practices.
11.Knowledge of school’s program of studies related to mission, goals and
organization.
12.Ability to apply knowledge of current research and theory to instructional
programs.
13.Ability to plan and implement lessons and professional development based on
system and state courses of study and the needs and abilities of students.
Page 2 of 4
14.Ability to establish and maintain effective relationships with students, teachers
and administrators.
15.Demonstrated proficiency in oral and written communication skills.
16.Ability to identify and solve problems as a productive team member.
17.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.
18.Physical strength, mobility, dexterity, stamina, and acuity to perform job
responsibilities.
19.Ability to be punctual and in regular attendance.
20.Such alternatives to the above qualifications as the Board may require.
PERFORMANCE RESPONSIBILITIES AND ESSENTIAL FUNCTIONS:
1. Demonstrates support for the school system, its purpose, direction, and priorities.
2. Demonstrates knowledge of the prescribed curriculum, intervention strategies,
school improvement plans, and effective professional development delivery
techniques.
3. Demonstrates knowledge of current educational research and best instructional
practices.
4. Models appropriate and innovative use of technology for students and staff.
5. Demonstrates professionalism in appearance and in attitude at all times.
6. 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.
7. Adheres consistently to LEA/ARI approved schedule that includes time in
preplanned, daily support with teachers, professional learning communities, and
daily intervention instruction with one group of struggling readings so that reading
goals are achieved.
8. Collaborates with the principal to create a strategic plan for coaching to ensure
all students read on grade level.
9. Facilitates schoolwide professional learning and study groups directly related to
identified K-3 literacy needs.
10.Models effective reading instructional and intervention strategies for teachers.
11.Coaches and mentors teachers daily.
12.Facilitates data analysis discussions and supporting teachers by using data to
differentiate instruction according to the needs of students.
13.Fosters multiple areas of teacher professional learning, including exceptional
student education and literacy content area knowledge.
14.Prioritizes time for the teacher, activities, and roles that will have the greatest
impact on student reading achievement, such as demonstrating, modeling, and
working to support literacy needs in the classrooms.
15.Monitors the reading progress of all students a minimum of three times per year
and making recommendations for adjustment of instruction according to student
specific need(s).
16.Utilizes a variety of coaching strategies to differentiate support for teachers, both
individually and in groups.
17.Assist in planning specialized instruction for struggling students as needed.
Page 3 of 4
18.Uses age- appropriate instructional strategies in all tiers of instruction to improve
students’ skills in subject area(s) as assigned.
19.Supports school and system literacy efforts to reach the goal of students
performing at or above proficiency in all areas.
20.Actively participates in and works with other school personnel in planning
effective instructional goals, objectives, methods and curriculum.
21.Administers standardized, norm-referenced or criterion-referenced tests for
instructional planning and program evaluation purposes.
22.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.
23.Develops and uses assessment strategies (traditional and alternative) to assist
the continuous development of learners.
24.Interprets and uses data (including but not limited to standardized and other test
results) for diagnosis, instructional planning and program evaluation.
25.Assists with the administration of state assessments and other standardized tests
in accordance with directions provided, including proctoring and secure handling
of materials.
26.Communicates high learning expectations for all students.
27.Communicates effectively, orally and in writing, with other professionals,
students, parents and community.
28.Works collaboratively with other teachers in curriculum development,
instructional planning, special activities and sharing ideas and resources.
29.Engages in continuing improvement of professional knowledge and skills.
30.Keeps abreast of developments in instructional methodology, learning theory,
curriculum trends and content.
31.Acts in a professional and ethical manner and adheres to professional standards
at all times.
32.Serves on committees, task forces, planning teams, and advisory groups to
improve student achievement.
33.Supervises and/or assists with extracurricular and co-curricular activities as
assigned.
34.Supports school improvement initiatives by active participation in school
activities, events, ceremonies, services and programs.
35.Maintains appropriate confidentiality regarding /student/school/workplace
matters.
36.Demonstrates initiative in identifying potential problems and/or opportunities for
improvement in areas of responsibility.
37.Reports potential problems, unusual events, or work irregularities to appropriate
administrative or supervisory personnel.
38.Responds to inquiries, requests, constructive feedback, concerns and/or
complaints in a timely and positive manner.
39.Maintains and submits reports, records, and correspondence in a timely and
accurate manner.
40.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.
Page 4 of 4
41.Adheres to school system rules, administrative procedures, local Board policies,
and state, federal, and local regulations.
42.Performs any other job-related duties as assigned by the Principal or Director of
Curriculum and Instruction.
SALARY: Based on the St. Clair County School System Salary Schedule
TERMS OF EMPLOYMENT: 9 month
EVALUATION: Performance will be evaluated according to board policy.
JOB GOAL: To function solely as a reading specialist, peer support and
coaching partner for teachers.
Impact student learning by providing coaching and mentoring to
teachers in scientifically based reading instruction and intervention
so that all students attain grade-level reading proficiency by Grade
3.
FLSA STATUS: Exempt
REPORTS TO: Principal, Curriculum and Instruction Coordinators
MINIMUM QUALIFICATIONS:
1. Valid Alabama Professional Educator Certificate for elementary and/or reading
teacher.
2. Advanced coursework or professional development in the science of reading is
required, such as multisensory language instruction, or comparable alternative
training approved by the State Board of Education.
3. Minimum two (2) years successful elementary or literacy teaching experience.
4. Specialized knowledge in the science of learning to read and the science of early
childhood education, quality reading instruction and intervention, dyslexia specific
interventions, and data analysis.
5. Excellent communication skills with outstanding presentation, interpersonal, and
time management skills.
6. Exceptional abilities to work with adult learners to improve their practices,
through facilitation of targeted, intensive professional development and modeling
effective reading instruction.
7. Demonstrated professionalism as an on-going learner and teacher leader.
8. Ability to meet suitability criteria for employment and/or certification/licensure
under the Alabama Child Protection Act of 1999 and Act No. 2002-457.
9. Knowledge of and ability to implement effective instruction, effective instructional
planning, and the use of formative and summative assessment data to inform
instruction.
10.Knowledge of and ability to plan and implement effective teacher supervision,
teacher coaching, and professional development practices.
11.Knowledge of school’s program of studies related to mission, goals and
organization.
12.Ability to apply knowledge of current research and theory to instructional
programs.
13.Ability to plan and implement lessons and professional development based on
system and state courses of study and the needs and abilities of students.
Page 2 of 4
14.Ability to establish and maintain effective relationships with students, teachers
and administrators.
15.Demonstrated proficiency in oral and written communication skills.
16.Ability to identify and solve problems as a productive team member.
17.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.
18.Physical strength, mobility, dexterity, stamina, and acuity to perform job
responsibilities.
19.Ability to be punctual and in regular attendance.
20.Such alternatives to the above qualifications as the Board may require.
PERFORMANCE RESPONSIBILITIES AND ESSENTIAL FUNCTIONS:
1. Demonstrates support for the school system, its purpose, direction, and priorities.
2. Demonstrates knowledge of the prescribed curriculum, intervention strategies,
school improvement plans, and effective professional development delivery
techniques.
3. Demonstrates knowledge of current educational research and best instructional
practices.
4. Models appropriate and innovative use of technology for students and staff.
5. Demonstrates professionalism in appearance and in attitude at all times.
6. 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.
7. Adheres consistently to LEA/ARI approved schedule that includes time in
preplanned, daily support with teachers, professional learning communities, and
daily intervention instruction with one group of struggling readings so that reading
goals are achieved.
8. Collaborates with the principal to create a strategic plan for coaching to ensure
all students read on grade level.
9. Facilitates schoolwide professional learning and study groups directly related to
identified K-3 literacy needs.
10.Models effective reading instructional and intervention strategies for teachers.
11.Coaches and mentors teachers daily.
12.Facilitates data analysis discussions and supporting teachers by using data to
differentiate instruction according to the needs of students.
13.Fosters multiple areas of teacher professional learning, including exceptional
student education and literacy content area knowledge.
14.Prioritizes time for the teacher, activities, and roles that will have the greatest
impact on student reading achievement, such as demonstrating, modeling, and
working to support literacy needs in the classrooms.
15.Monitors the reading progress of all students a minimum of three times per year
and making recommendations for adjustment of instruction according to student
specific need(s).
16.Utilizes a variety of coaching strategies to differentiate support for teachers, both
individually and in groups.
17.Assist in planning specialized instruction for struggling students as needed.
Page 3 of 4
18.Uses age- appropriate instructional strategies in all tiers of instruction to improve
students’ skills in subject area(s) as assigned.
19.Supports school and system literacy efforts to reach the goal of students
performing at or above proficiency in all areas.
20.Actively participates in and works with other school personnel in planning
effective instructional goals, objectives, methods and curriculum.
21.Administers standardized, norm-referenced or criterion-referenced tests for
instructional planning and program evaluation purposes.
22.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.
23.Develops and uses assessment strategies (traditional and alternative) to assist
the continuous development of learners.
24.Interprets and uses data (including but not limited to standardized and other test
results) for diagnosis, instructional planning and program evaluation.
25.Assists with the administration of state assessments and other standardized tests
in accordance with directions provided, including proctoring and secure handling
of materials.
26.Communicates high learning expectations for all students.
27.Communicates effectively, orally and in writing, with other professionals,
students, parents and community.
28.Works collaboratively with other teachers in curriculum development,
instructional planning, special activities and sharing ideas and resources.
29.Engages in continuing improvement of professional knowledge and skills.
30.Keeps abreast of developments in instructional methodology, learning theory,
curriculum trends and content.
31.Acts in a professional and ethical manner and adheres to professional standards
at all times.
32.Serves on committees, task forces, planning teams, and advisory groups to
improve student achievement.
33.Supervises and/or assists with extracurricular and co-curricular activities as
assigned.
34.Supports school improvement initiatives by active participation in school
activities, events, ceremonies, services and programs.
35.Maintains appropriate confidentiality regarding /student/school/workplace
matters.
36.Demonstrates initiative in identifying potential problems and/or opportunities for
improvement in areas of responsibility.
37.Reports potential problems, unusual events, or work irregularities to appropriate
administrative or supervisory personnel.
38.Responds to inquiries, requests, constructive feedback, concerns and/or
complaints in a timely and positive manner.
39.Maintains and submits reports, records, and correspondence in a timely and
accurate manner.
40.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.
Page 4 of 4
41.Adheres to school system rules, administrative procedures, local Board policies,
and state, federal, and local regulations.
42.Performs any other job-related duties as assigned by the Principal or Director of
Curriculum and Instruction.
SALARY: Based on the St. Clair County School System Salary Schedule
TERMS OF EMPLOYMENT: 9 month
EVALUATION: Performance will be evaluated according to board policy.
