We are deeply committed to an inclusive curriculum and school community that reflects the diversity of our student population. We strive to have the highest quality educators and encourage applications from candidates representing a broad range of skills and diverse backgrounds. We seek candidates who are dedicated to inclusion and have a clear interest in being part of the richness of diversity that the New Bedford Public Schools community has to offer.Position:

• Reading Specialist

Summary:

• The Reading Specialist works with the Principal to plan and deliver professional development and collaborates with all teachers (general education and special education teachers) with the goal of raising school and student achievement in Reading and English Language Arts.

Responsibilities:The Reading Specialist spends a significant part of each school day engaged in improving classroom instruction through the three primary roles listed below:

• Providing professional development, including trainings, workshops, and embedded professional development via the coaching cycle.
• Consulting with and facilitating school-wide and grade level data teams through the use of focused protocols for the purpose of monitoring student progress and providing tools and strategies so that teachers will learn how to classroom practice based on the review of student data, as related to tiered interventions in Reading.
• Participate in IEP and RtI meetings, and School Improvement Plans (SIP).
• Providing student intervention either through modeling within the classroom or providing direct instruction/support to students in small groups (minimum of 4 students).

Further description of performance responsibilities required to fulfill the three primary roles of the position is listed below:

• Identifying areas of training for school staff in order to stay on track toward meeting AIP targets in Reading and English Language Arts.
• Providing training workshops and consultation in Reading Street ensuring that instruction is aligned to the MA state standards.
• Analyzing curriculum materials and pacing guides and how they relate to the Reading Street program to support teachers to deliver timely and targeted instruction of the MA standards to all students.
• Providing evidence on an ongoing basis to the principal of demonstrated student learning that reflects progress toward meeting school improvement targets in every classroom in every grade as outlined in the AIP.
• Planning and modeling of differentiated instruction incorporating quality Tier 1, Tier 2, and Tier 3 intervention reading strategies within classrooms on a scheduled basis for students with general education and special education needs.
• Following up within classrooms to assist teachers in the delivery of new interventions as a result of participating in professional development and discussions based on student progress monitoring data.
• Demonstrating school progress through periodic checkpoint meetings with the Superintendent, Chief Academic

Qualifications:

• Possesses a Professional license in the area of teaching position from the Massachusetts Department of Elementary and Secondary Education.
• Advanced degrees and Reading Specialist certification.
• Highly recommended by his/her current principal.
• Provide evidence that demonstrates Reading curriculum, instruction, and assessment expertise in the following: understanding and use of student data, leadership and implementation of exemplary instructional practice, impact on student learning especially with high needs students, engagement in recent professional development activities.
• Provide evidence that demonstrates Reading curriculum, instruction, and assessment expertise in the following: understanding and use of student data, leadership and implementation of exemplary instructional practice, impact on student learning especially with high needs students, engagement in recent professional development activities.
• A demonstrated belief that each and every student can achieve at high levels.
• A demonstrated record of leadership and facilitation of adult learning.
• A demonstrated dedication to lifelong learning, reflection, and continued personal and professional growth.
• Specialists will come with the ability to build strong relationships with teachers, administrators, and other specialists.
• Excellent written and verbal communication skills.
• Outstanding interpersonal and collaborative teamwork skills.

Terms of Employment:

• Reports to: School Principal
• Rate: In accordance with the Unit A contract found here

Responsibilities:The Reading Specialist spends a significant part of each school day engaged in improving classroom instruction through the three primary roles listed below:

• Providing professional development, including trainings, workshops, and embedded professional development via the coaching cycle.
• Consulting with and facilitating school-wide and grade level data teams through the use of focused protocols for the purpose of monitoring student progress and providing tools and strategies so that teachers will learn how to classroom practice based on the review of student data, as related to tiered interventions in Reading.
• Participate in IEP and RtI meetings, and School Improvement Plans (SIP).
• Providing student intervention either through modeling within the classroom or providing direct instruction/support to students in small groups (minimum of 4 students)

Further description of performance responsibilities required to fulfill the three primary roles of the position is listed below:

• Identifying areas of training for school staff in order to stay on track toward meeting AIP targets in Reading and English Language Arts.
• Providing training workshops and consultation in Reading Street ensuring that instruction is aligned to the MA state standards.
• Analyzing curriculum materials and pacing guides and how they relate to the Reading Street program to support teachers to deliver timely and targeted instruction of the MA standards to all students.
• Providing evidence on an ongoing basis to the principal of demonstrated student learning that reflects progress toward meeting school improvement targets in every classroom in every grade as outlined in the AIP.
• Planning and modeling of differentiated instruction incorporating quality Tier 1, Tier 2, and Tier 3 intervention reading strategies within classrooms on a scheduled basis for students with general education and special education needs.
• Following up within classrooms to assist teachers in the delivery of new interventions as a result of participating in professional development and discussions based on student progress monitoring data.
• Demonstrating school progress through periodic checkpoint meetings with the Superintendent, Chief Academi