1. Fosters an educational environment conducive to the learning and maturation process of assigned students; plans an instructional program designed to meet individual student needs and whole groups which may include at risk or special needs youth; prepares lesson plans.
2. Uses necessary and appropriate instructional methods and materials, which are suited to the well-being of the students and to the nature of the learning activities, program and/or curriculum involved; implements established program or curriculum objectives; attends in-service training and continues to improve professional growth through study and experimentation to remain current in methods and techniques for instruction.
3. Establishes and implements, in a positive and supportive manner, classroom policies and procedures governing student behavior and conduct; provides guidance, counseling, and discipline to encourage students to meet standards of achievement and conduct; makes referrals for assistance where appropriate.
4. Confers with students, parents or guardians, and other staff, maintaining an open positive relationship as appropriate to provide guidance and evaluation, and to encourage student achievement.
5. Establishes classroom goals and objectives, in conformation with courses of study specified by State and School District statutes, regulations and guidelines; evaluates and records student progress; prepares reports for parents or guardians.
6. Collects and interprets a variety of data; provides reports for administrative purposes.
7. Directs the activities of assigned non-certificated personnel.
8. Attends or participates in all required staff meetings and other activities deemed necessary by the District and/or building principal, in order to accomplish the objectives of the position and for professional achievement.
9. Serves on staff committees as required.
10. Participates in a variety of activities to enhance personal and professional skills.
11. Performs related tasks consistent with the scope and responsibility of the position.
Reports to the building principal.
Required to deal with a wide range of student achievement and behavior; required to remain flexible to meet students immediate needs; required to handle multiple tasks simultaneously and prioritize; may experience frequent interruptions; may occasionally deal with distraught or difficult students; potentially exposed to ordinary infectious diseases carried by students; in some positions the necessary and appropriate instructional methods may require specific positions and movements, and sufficient stamina and exertions, to demonstrate techniques properly for student safety, or to conduct or direct students; in some positions precautions may need to be taken to prevent or lessen exposure of self and/or students to various materials, fumes, equipment, cutting edges or hot surfaces; may teach in a classroom without telephone communication.
Education and Experience
Bachelor's degree; academic preparation for or experience in teaching a culturally, racially and economically diverse student population in an urban school system. Specific programs may require additional academic preparation or professional experience, including; working with bilingual students and assisting them in the transition to regular classrooms; implementing programs designed to prevent the dropout of "at risk" students; and, teaching multi-level, open-concept, and main streamed classes.
Valid Washington State Teaching Certificate; some positions may require valid first aid and CPR certification; some positions may require a valid Washington State driver's license and/or a Class II driver's license.
Criminal justice and fingerprint check.
Required Knowledge, Skills and Abilities
Knowledge of : Subject areas appropriate to assignment; effective behavior management techniques; effective instructional techniques; rules and procedures for student safety.
Skill in : Proficiency in reading, writing, and oral communications; effective communication with parents or guardians in a diverse community; designing and implementing lesson plans for students having a wide range of achievement.
Ability to : Deal with students in a positive and confident manner; be fair and consistent when working with a culturally, racially, and economically diverse student population; adapt to change and remain flexible; organize activities; manage student behavior; use good judgment to maintain a safe learning environment; provide instruction and demonstrate techniques; use necessary equipment, computers, machinery, tools, or software; direct assistants; in some positions, administer first aid and CPR; establish and maintain effective, positive working relationships with students, parents or guardians, staff and administrators.
The above statements are intended to describe the general nature and level of work being performed by those assigned to his position and are not to be construed as an exhaustive list of all responsibilities, duties and skills. Employees may be required to perform duties outside of their normal responsibilities from time to time as needed. District employees are not authorized to make promises of employment for a particular period of time, or promises of a particular level of compensation or benefits to job applicants for certified or classified positions, and that any such agreement must be in writing and signed by the Superintendent. Any verbal or written statements to that effect by District employees other than the Superintendent are null and void.
Additionally, nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time.
for Reading Intervention Specialist
Desirable experience, qualities and skills:
- Reading Specialist endorsement
- Experience in working with English Language Learners
- Experience with and/or training in Columbia Teacher's College Reader's Workshop
- Experience with successful implementation of a balanced literacy program
- Expert in reading assessment that addresses all aspects of the reading process: comprehension, fluency, rate and decoding.
- Expert in leading small group strategy instruction
- Expert in individual conferring to target a variety of reading skills
- Knowledge of the Fountas and Pinnell leveling system
- Ability to access a variety of curricular resources (e.g. Teacher's College curriculum calendars, Scholastic Read 180 program, etc.) and adapt them to fit students' needs.
- Flexible and collaborative
- Strong organizational skills
- Knowledge of Excel in order to track student data
- Strong parent communication skills
- Implement a reading support class 6th period to target Level 2 6th graders. Reading support class will use curricular supports from Columbia Teacher's College Reader's Workshop and the Scholastic Read 180 program.
- Provide targeted intervention support in an after school reading program.
- Provide small group and individualized instruction as a push-in support within the general education reading classes.
- Conduct progress monitoring of identified students over the course of the after school program and throughout the year.
- Coordinate with mainstream reading teachers to align supports for identified students
- Communicate progress with reading teachers and parents
- Co-conduct informational sessions with parents