Anticipated ARI Reading Specialists

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

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.

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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.

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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.

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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.