CALP/CALT (Dyslexia Practitioner/Therapist) - Temporary

Job Description

Job Description

Certified Academic Language Practitioner/ 

Therapist (Dyslexia Specialist)

 

JOB DESCRIPTION 

Certified Academic Language Practitioner/Therapist (CALP/CALT) Position 

Position Summary: Orton Academy’s Certified Academic Language Practitioners and Therapists create a prescribed reading remediation program and a small group environment that fosters learning and personal growth; establishes effective rapport with students; motivates students to develop skills, attitudes, and knowledge needed to provide a good foundation for preparation for secondary education, vocational school and/or acquiring employment, in accordance with each student’s ability; and establishes good relationships with parents and with other staff members. 

Essential Duties and Responsibilities: The following statements of essential functions and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position. These statements are not intended to be an exhaustive list of all duties and responsibilities required of all personnel within this position. Actual duties and responsibilities may vary depending on building assignment and other factors. 

• Teaches prescribed reading remediation curriculum to students in an intervention classroom using approved curriculum and any other learning activities deemed appropriate by the Lead Therapist or Principal. 

• Instruct students in citizenship and basic subject matter specified in state law and administrative regulations and procedures of the school. 

• Using practice elements of the prescribed curriculum develops lesson plans and instructional materials and provides individualized and small group instruction in order to adapt the curriculum to the needs of each student with the identified objectives. 

• Translates lesson plans into learning experiences so as to best utilize the available time for instruction. 

• Demonstrate subject matter concepts and examples using models, whiteboard, or all other standard or approved teacher-prepared instructional aides. 

• Explains learning objectives and student expectations as well as procedural expectations. 

• Chosen remediation program will be taught with efficacy and purity. When assigning practice, provides opportunities when needed for individualization to adapt the curriculum to the needs of the students. 

• Differentiates instruction and curriculum to meet individual student needs. 

• Provides opportunities for student goal setting, reflection and self-assessment. 

• Uses program and school adopted progress monitoring and assessments to improve learning and instruction. 

• Sets behavior expectations and consequences that are clear and consistently enforced. 

• Assumes responsibility for instruction, duties, supervision of students, and required meetings at designated times. 

• Utilizes grading patterns that are fairly administered and based on identified criteria. 

• Evaluates students’ academic and social growth, keeps appropriate records, and prepares progress reports. 

• Maintains and submits accurate and complete records as required. 

• Communicates with parents through conferences and other means to discuss student’s progress and interpret the school program. Interacts with students, staff and parents in a positive and professional manner. 

• Identifies student needs and cooperates with other professional staff members in assessing and helping students solve health, behavior, and learning problems. 

• Establish rapport with students and provides a pleasant, safe, and orderly climate conducive to learning. Actively participate in full implementation of the School Improvement Plan when applicable. 

• Maintains professional competence through in-service education activities provided by the school, the authorizer, and self-selected professional growth activities. 

• Supervises students in out-of-classroom activities during the assigned working day.

 

Supervision & Technical Responsibilities: This position does not supervise other employees.

 

Budget Responsibility: This position does not have any direct budget responsibility.

 

Qualifications: The requirements listed below are representative of the education, experience, knowledge, skills, and/or abilities required for this position. 

• Education & Training: 

Bachelor’s degree (MA preferred) plus additional coursework required for Certified Academic Language Practitioner or Therapist certification (Practitioners and Therapists-in-Training welcome)

 

• Experience: 

Successful teaching and/or CALP/CALT experiences in a school setting

 

• Knowledge Skills & Abilities: 

• Advanced oral and written communication, public relations, instruction, curriculum, facilitation, management, decision making, computer and organizational skills. 

• Ability to work with students with various backgrounds and abilities. 

• Advanced skill in supporting students and staff with diverse needs at various levels. • Ability to be flexible and patient and make change. 

• Knowledge of curriculum, instruction, and assessment. 

• Operating knowledge of and experience with computer, word processing software. 

ORGANIZATIONAL RELATIONSHIPS 

Reports to and is evaluated by the Principal. The Dyslexia Specialist (CALT/CALP) is observed by the lead CALT and building admin.

WORKING CONDITIONS