Job Description

Hazelwood School District - JOB DESCRIPTION

Lead Reading Teacher

The Lead Reading Teacher will collaborate with the Director of Curriculum and ELA Curriculum Coordinator to increase teachers' use of evidence-based practices using District-approved curriculum and programs resulting in optimal student growth. JOB SUMMARY:

DUTIES/RESPONSIBILITES:

1. Monitor implementation of the District's Tier 3 reading program and resulting growth of students' reading levels (Grades 3 - 10).

Examples of Work Performed:

• Observe teachers' implementation of the program, including the use of Achieve 3000 and Wilson Reading System.
• Collect, monitor, and analyze data on students' growth in Tier 3, including Achieve 3000, Wilson Reading System, and running records.
• Deliver professional development training and/or coaching to teachers on best practices in reading instruction, Wilson Reading System, and Achieve 3000.
• Walkthroughs of teachers implementing Tier 3 levels of reading support.
• Provide feedback to administrators, instructional coaches/specialists, and teachers on the implementation of the tier 3 reading program.
• Collect and share data (assessment and observational) of the Tier 3 reading program to prioritize areas of needed support.
• Provide supportive step-by-step planning and tools to help administrators, instructional coaches/specialists, and teachers to ensure the Tier 3 curriculum is implemented as intended.

1. Develop and deliver training to administrators, instructional specialists/coaches, reading specialists, and teachers on reading instruction.

Examples of Work Performed:

• Analyze building and district student achievement data and implementation data to guide the development of training for administrators, instructional coaches, and teachers.

• Provide support in co-leading reading data analysis with administrators, instructional coaches, and teachers to create strategy and skill-embedded plans.
• Analyze school and grade level data for declines, or lower than anticipated growth, for follow-up root cause analysis.
• Develop and help monitor support plans which include specific improvement actions and indicators of success.
• Assist administrators, instructional coaches, and teachers in establishing immediate curriculum instructional needs as indicated by qualitative and/or quantitative feedback.

• Train administrators and teachers on the administration and use of reading assessments.
• Provide evidence-based reading professional development sessions for district trainings and site trainings.
• Create training modules to support teachers' effective implementation of District-approved reading programs.
• Meet with administrators, instructional coaches, and teachers to facilitate professional learning, student work analysis, and reflective instruction.

1. Monitor the growth of students' reading levels and provide training and supports to teachers in reading instruction in the primary grades (i.e. Fundations).

Examples of Work Performed:

• Observe teachers' implementation of Fundations.

• Deliver professional development training and/or coaching to teachers on best practices in reading instruction, specifically Fundations.
• Walkthroughs of teachers implementing Fundations.
• Provide feedback to administrators, instructional coaches/specialists, and teachers on the implementation of Fundations.
• Collect and share data (assessment and observational) of Fundations to share and highlight areas of needed support.
• Provide supportive step-by-step planning and tools to help administrators, instructional coaches/specialists, and teachers to ensure the Fundations curriculum is implemented as intended.

1. Oversee the District's compliance to Senate Bill 319. Examples of Work Performed:

• Update and distribute guidelines to schools to ensure compliance to Senate Bill 319.
• Maintain a master list of all students on reading improvement plans across the district and monitor students' growth.
• Ensure individual schools are in compliance.
• Train teachers and schools on Senate Bill 319 and Reading Improvement Plan procedures and paperwork.
• Work with reading specialists to develop individual reading growth plans for students, as needed.

1. Other duties as assigned.

MINIMUM QUALIFICATIONS

EDUCATION/CERTIFICATION: College degree in education or related area (Master's Degree preferred)/Current Classroom Teaching certification and Special Reading Teacher Certification K-12 issued by the Missouri Department of Elementary and Secondary Education required/Wilson Level I and II Certifications strongly preferred

REQUIRED KNOWLEDGE: Broad knowledge of reading pedagogy and dyslexia; Extensive knowledge of Missouri Learning Standards; Knowledge of various instructional delivery models; Knowledge of research-based and evidence-based instructional strategies; Proficiency in collecting, organizing, and analyzing data

EXPERIENCE REQUIRED: Requires a minimum of three years of teaching reading experience; Requires evidence of improving students' reading levels

SKILLS/ABILITIES:

• Strong ability to maintain confidentiality
• Superior interpersonal skills
• Accurate and attentive to detail
• Outstanding organizational skills
• Excellent communications and public relations abilities
• Positive, effective people skills
• Willingness to work effectively with all levels of employees
• Excellent written and verbal communication skills
• Ability to read, write, and speak at high levels
• Ability to perform operations with rational numbers, including the ability to compute ratio, rate, and percent
• Ability to establish and maintain positive effective working relationships with staff, students, and the community
• Ability to design and present high quality professional development
• Superior customer and public relations skills in working with others, in person, over the phone, and via email
• Proficiency using Microsoft Excel (spreadsheets, graphs, tables), Word (reports), and PowerPoint (presentations)
• Must be self-directed, highly motivated, and able to work independently

PHYSICAL DEMANDS:


While performing the duties of this position, the employee is regularly required to stand, walk, sit, talk and hear. The employee is occasionally required to reach with hands and arms, stoop, kneel, crouch, and to lift up to 25 pounds. Specific vision abilities required included close vision, distance vision, the ability to adjust and focus, and depth perception. Specific hearing abilities required include normal conversation, phone conversation, and isolating voices in multiple conversations.

WORK ENVIRONMENT / CONDITIONS:


Primarily inside working conditions. Travel between buildings required.

EQUIPMENT / TOOLS/ MATERIALS USED:


Computer, copier, scanner, projector, telephone, calculator.

REQUIRED PERSONAL PROTECTIVE EQUIPMENT: None

TERMS OF EMPLOYMENT: Assigned to a teacher contract; teacher compensation and benefits (Medical, Dental, Vision, Life, Tuition Reimbursement) as provided by the Board of Education.

Prepared by: Eric Arbetter, Assistant Superintendent


Approved by:

The statements contained within this document are not to be construed as an exhaustive list of all responsibilities, skills, duties, requirements, efforts or working conditions associated with the position. While this job description is intended to be an accurate reflection of the current position, management reserves the right to revise the position or to require that other or different tasks be performed when circumstances change (e.g. emergencies, changes in personnel, workload, rush jobs, or technological changes). This job description does not create an employment contract. Hazelwood School District

Job Tags

Contract work, Immediate start,

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