JOB FUNCTION

Under the supervision of the Executive Director of Academics and in support of the Literacy 4 Life Program, the Supplemental Literacy Specialists will work with teachers and students who are struggling in one or more of the Literacy 4 Life Components, specifically Reading Comprehension and Skill Building; Word Study, and Independent Reading Skills with students.
The position will focus on providing and documenting teacher support, student small group and/or individualized instruction based on targeted skills/TEKS to ensure students are achieving success reading and comprehending on or above grade level by the end of the year.

SKILLS/QUALIFICATIONS

A successful candidate will be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability necessary for success. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Ability to evaluate teacher effectiveness, facilitate various group sizes, gather and analyze data in order to make improvement recommendations.
• Knowledge of learning theory, classroom management and best instructional practices.
• Excellent communication and interpersonal skills.
• Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.
• Ability to write routine reports and correspondence.
• Ability to speak effectively before groups of constituents or employees of organization.
• Ability and/or willingness to learn to use and understand Microsoft Office for spreadsheets, letters, calendar invites, and other written communications in order to effectively communicate information with employees, administration and the Board.

While performing the duties of this job, the employee is regularly required to sit; use hands to grasp, handle, or feel; and talk or hear. The employee is regularly required to stand, walk, and reach with hands and arms. The employee must occasionally lift and /or move up to 25 pounds.

REQUIREMENTS

• Bachelor’s degree from a four-year college or university.
• Valid teaching certification.
• Must meet Highly Qualified status.
• At least 3 years of teaching experience preferred.

DUTIES

ESSENTIAL DUTIES AND RESPONSIBILITIES include, but are not limited to the following:

• Collaborate with campus administrators, RtI and ESL Interventionists to identify students in need of support and intervention.
• Collaborate with teachers of record to determine specific skill deficits for each student.
• Collaborate with RtI, ESL Interventionists and teachers of record for resources, co-planning lessons, and model teaching.
• Develop and implement individual action plans for each student as well as creating lesson plans for small group instruction, documenting interventions and the effectiveness, according to RtI standards.
• Conduct daily reading lessons as push-in and/or co-teaching.
• Organize and maintain all instructional lesson plans and share data with campus administrators and other stakeholders in order to ensure students progression toward goals.
• Collaborate with the Chief Academic Officer to diagnose instructional trends and develop action plans relating to Reading instruction.
• Assist Executive Director of Academics ensuring that all state and federal training requirements and intervention documentation requirements are met.
• Attend professional development sessions and integrate and share learning to strengthen instructional practices.
• Engage in continuous development and search for ideas, resources, and strategies to strengthen instructional practices.
• Performs other duties as assigned by the Chief Academic Officer and/or Executive Director of Academics.

A successful candidate will be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability necessary for success. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Ability to evaluate teacher effectiveness, facilitate various group sizes, gather and analyze data in order to make improvement recommendations.
• Knowledge of learning theory, classroom management and best instructional practices.
• Excellent communication and interpersonal skills.
• Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.
• Ability to write routine reports and correspondence.
• Ability to speak effectively before groups of constituents or employees of organization.
• Ability and/or willingness to learn to use and understand Microsoft Office for spreadsheets, letters, calendar invites, and other written communications in order to effectively communicate information with employees, administration and the Board