1.0 FTE Literacy Specialist

EDUCATION and/or EXPERIENCE:

1. MA Degree in Reading and Language Arts preferred.
2. Minimum of 4 years successful teaching experience
3. Experience in providing staff development opportunities to teachers.
4. Demonstrated experience with the School Improvement process.
5. Comprehensive background training in “Best Practice” methodology
6. Demonstrated understanding of research based “Best Practice.”
7. Good knowledge of classroom technology applications

CERTIFICATES, LICENSES, REGISTRATIONS: Valid Teaching Certificate

DUTIES AND RESPONSIBILITIES:

1. Provides assistance in creating a data-driven plan to increase student growth and achievement in reading and writing and supports the building/ district school improvement plans. 2. Works with building teams/grades/teachers to: Focus Tier 1 instruction based on the greatest needs. Design Tier 2 Reading Lessons to address small group needs. Assist in developing Intervention Plans for small groups and individual needs. 3. Delivers targeted interventions to students. 4. Develops and maintains student literacy data. 5. Attends relevant workshops and provides related staff training and sharing of information. 6. Serves as a resource to colleagues providing expertise in literacy curriculum, assessment and instruction. 7. In collaboration with various members of the staff the Literacy Specialist may model best practice strategies, co- teach lessons, and provide practice opportunities for staff members when implementing new teaching strategies and/or interventions. 8. Participates in training opportunities to expand professional knowledge base in literacy, as well as working with adult learners. 9. Participates in Child Study meetings. 10. Helps lead the School Improvement Team

QUALIFICATION REQUIREMENTS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

LANGUAGE SKILLS:

Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups.

MATHEMATICAL SKILLS:

Ability to work with mathematical concepts such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY:

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

OTHER SKILLS AND ABILITIES:

Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on division and school objectives and the needs and ability of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents, skill in oral and written communication.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. Occasionally the employee will bend or twist at the neck more than the average person. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs. such as boxes and AV/VCR carts. The employee is directly responsible for the safety, well-being, or work output of other people. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.

WORK ENVIRONMENT:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate to loud. Such alternatives to the above qualifications as the Board of Education may find appropriate and acceptable. #J-18808-Ljbffr Sylvania