As the nation's first multi-campus charter school, Friendship Public Charter School has been producing college-ready students for over 15 years. From Preschool through 12th grade, Friendship invests in providing a rigorous academic curriculum that enables our children to excel as ethical, literate, and well-rounded leaders in a 21st century economy. We surpass our peers across the District in public education with a 91% graduation and college entrance rate. To this end, we also hold the quality, success, and development of our teachers with paramount importance. We provide a number of professional growth and development opportunities which have afforded us both the 2010 and 2011 DC Teachers of the Year, and 3 outstanding school principals who launched their careers in our classrooms.
Friendship Public Charter School’s teachers exceed expectations and take on a range of responsibilities in order to ensure every student achieves the academic skills, intellectual habits, and character traits necessary to succeed in the nation’s top universities and beyond. With unwavering commitment, passion, and exceptional talent, our teachers lead our vision for quality and equitable education. Friendship teachers recognize the challenges faced in closing the achievement gap, but persist in leading our children to exceptional heights through data driven academic gains, comprehensive and engaging instruction, and outstanding leadership.
Under the direction of the Saturday Learning Academy Principal and the Director of Parent Relations and Sponsored Programs, the reading specialist provides services to administrators, counselors, teachers, and parents. In addition, the reading specialist uses both informal and standardized measures to diagnose the strengths and needs of individual students and/or groups of students. The reading specialist teaches basic and developmental reading.
In addition to other duties and responsibilities required by all teachers, reading specialists must provide consultative, direct, and diagnostic prescriptive reading services in their assignments. The amount of each service provided, as listed below, will be based upon the reading needs of the students as determined by the principal and reading specialist in conjunction with other school leaders.
- Help content area teachers develop, maintain and evaluate ongoing reading program for each student
- Assist counselors in grouping and scheduling students (e.g., skills, honors, gifted/talented)
- Assist in recommending, selecting, and ordering
- Articulate with feeder and receiving schools regarding reading programs and student achievement
- Serve on the the FASST team when reading issues are involved
- Participate as a member of the school instructional council on reading program matters
- Help develop ongoing assessment measures and interpret standardized test scores in relation to school objectives.
- Inform faculty of new materials and current trends in reading
- Serve as a resource to content area teachers in identifying reading needs, adapting instructional techniques, and selecting appropriate materials for their disciplines
- Meet regularly with Director of Student Support Services
- Consult with parents and teachers regarding student progress in reading
- Plan and coordinate reading program with principal
- Identify and demonstrate instructional strategies and materials appropriate for varied student needs and content areas
- Assist in planning, organizing, and conducting reading/language arts in-service program
- Work with students individually, or in groups
- Developmental Reading
- Intervention programs
- Work with content area teachers using varied methods to teach reading strategies to all students.
Performs other related duties as required and as assigned by the principal
- Provide assessment services
- Interpret test scores
- Plan appropriate programs based on evaluation
FPCS’s policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws. This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment. Employment decisions at FPCS are based solely upon relevant criteria, including an individual’s capabilities, qualifications, training, experience and suitability.
- Knowledge of FPCS goals and guidelines and current professional research in order to coordinate and evaluate all schoolwide reading services
- Thorough knowledge of educational process; background in content area desirable
- Ability to assume responsibility as approved by the principal and in conjunction with other school leaders (i.e., resource teachers, counselors) in initiating and providing reading services that are consistent with the needs of all students
- Ability to articulate a schoolwide reading program to staff, students, and parents
- Ability to provide in-school training in reading and language arts to school staff
- Ability to serve as a schoolwide resource
- Ability to work effectively with principal, staff and parents
- Skills in written and oral communication, human relations, organization and management
- Master's degree or equivalent of post-baccalaureate graduate credits in reading
- Advanced Professional Certificate
- Three years teaching and/or clinical experience, preferably at the level of assignment
- Eligible for District of Columbia reading specialist certification
- Experience in administering, analyzing, and interpreting standardized tests
- Other combinations of education, training, and experience which provide the knowledge, abilities and skills necessary to perform effectively in the position may be considered
Friendship Public Charter Schools - 2 years ago