Dyslexia Teacher/Educational Diagnostician

Cityscape Schools, Inc.; Dallas (TX); On-site; USD 70,000 - 100,000; Full time

Job summary

Cityscape Schools, Inc. seeks an Educational Diagnostician to conduct dyslexia-focused evaluations and drive data-based decisions.

You will inform eligibility, services, and programming while collaborating with teachers, parents, and district staff. Qualifications include a Master’s degree, TEA certification as an Educational Diagnostician, and at least 2 years of teaching experience with dyslexia training.

Qualifications

• Master’s degree or higher from an accredited institution.
• Valid TEA Certification as an Educational Diagnostician.
• A minimum of 2 years of successful teaching experience.
• Documented dyslexia training aligned to 19 TAC §74.28(c).
• Specific training in teaching dyslexic students and administering/interpreting diagnostic tests.

Responsibilities

• Conduct special education evaluations (formal and informal) to inform eligibility, service and programming decisions.
• Develop IEPs through ARD processes and attend ARD meetings to provide input to IEP goals.
• Provide staff development in reading and dyslexia to classroom teachers.
• Collaborate with parents, families, and school staff to support student learning.
• Prepare IEP reports and data collection for progress monitoring.

Skills

Knowledge of SPED law

Interpersonal skills

Communication skills

Reading/dyslexia expertise

Leadership

Collaboration

Time management

IEP knowledge

Staff development

Data-driven decision making

Education

Master’s degree or higher

TEA Certification as Educational Diagnostician

Tools

Assessment tools

Job description

This job description should not be interpreted as all-inclusive. It is intended to identify the essential functions and requirements of this position. The incumbents may be requested to perform job-related responsibilities and tasks other than those stated in this job description.

• Conduct special education evaluations (both formal and informal) to inform eligibility, service, and programming decisions.
• Complete evaluations in a timely manner.
• Utilize knowledge of data-based decision making and accountability, diversity in development and learning, as well as research and program evaluation to assist staff with effective decision-making regarding needs.
• Utilize knowledge of school-wide practices to promote learning as well as consultation and collaboration to assist staff in creating and maintaining effective learning environments
• Assists with the development and/or delivery of staff professional development to support district-wide assessment practices.
• Engage in consultation and collaboration with school staff, parents, families, community agencies, and providers
• Exhibit minimum competencies expected in any employment situation (attendance, punctuality, respect, policies & procedures); adhere to ethical standards, grow professionally, and participate as active stakeholders across school environments.
• Applies evaluation data and findings to intervention, instruction, programming, and services through written reports, intervention plans, and meetings/conferences with parents and/or school staff.
• Interventions & Instructional Support to Develop Academic, Social, and Life Skills – utilize knowledge of intervention and instructional support, mental health, prevention, and response to assist with the development and delivery of services to improve learning and outcomes.
• Contribute to intervention practices for academic, social-emotional, and behavioral domains.
• Contribute to crisis response and intervention practices.
• Develop and sustain professional involvement and leadership to ensure the continued learning and effective school psychological services to schools, families, and students.
• Teaches instructional subjects according to guidelines established by Texas Education Agency, and school-approved curriculum;
• Provide therapy to identified dyslexic students and interventions to students who scored at-risk on the dyslexia screener;
• Apply knowledge of federal, state, and district “Procedures Concerning Dyslexia” for general and special education;
• Instruct and evaluate students with dyslexia in any phase of the program;
• Provide leadership to teachers in English/Language Arts and Reading instruction as well as RTI at all TIERED levels;
• Assist teachers in utilizing effective reading practices within the classroom setting;
• Provide instructional support and/or direct instruction, as mandated by Texas law, for students with dyslexia;
• Provide 504 and special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth;
• Develop or modify curriculum and prepare lessons and other instructional materials to student ability levels;
• Work in itinerant capacity as assigned;
• Participate as a member of Admission, Review, and Dismissal Committee process; attend ARD meetings; provide input to IEP goals; conduct pre- and post-assessments and perform other data collection; prepare IEP reports;
• Work in conjunction with students, parents, and other members of staff to develop IEPs through the ARD Committee process for each student assigned;
• Assure the proper implementation of objectives for each student in accordance with IEPs;
• Perform specialized duties as assigned in such areas as behavior, vision, movement, and others while working with students and teachers;
• Collaborate with other teachers on student IEP to ensure all modifications are met and monitor the integration of students in regular school classrooms;
• Interact with parents; conduct interviews and conferences with parents discuss student progress with parents on an on-going basis;
• Instructs students in citizenship, character development and basic subject matter as specified by school policy;
• Develops lesson plans and instructional material and provides individualized and small group instruction to adapt the curriculum to the needs of each pupil and ensure written plans are available for review;
• Ensure lesson plans show modifications for differences in student learning styles;
• Design instructional activities by using data from student learning style assessments;
• Collaborate with teachers on student Individual Educations Plans to ensure all modifications are met;
• Task analyzes and translates lessons into developmentally appropriate learning experiences;
• Models citizenship and lessons for students;
• Uses effective Classroom Management techniques that foster a safe and positive environment for all students and staff.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Reports any pertinent information to the Principal in case of child endangerment, neglect, or abuse.
• Establishes, shares, and maintains standards of pupil behavior to achieve an effective learning atmosphere.
• Control student behavior in agreement with the student handbook.
• Anticipates and effectively addresses unforeseen crises associated with working with large groups of children.
• Evaluates pupil’s academic and social growth, keeps appropriate records and prepares progress reports.
• Identifies pupil needs and makes appropriate referrals and develops strategies for individual education plans.
• Provides individualized and small group instruction to adapt the curriculum to the needs of the student.
• Help students assess and enhance their study methods and habits.
• Produce formal and informal testing to evaluate student success.
• Establish communication rapport with parents, students, principals, and teachers through conferences.
• Create and maintain professional relationships with colleagues, students, parents and community members to support the success of a diverse student population.
• Models professional, moral, and ethical standards as well as personal integrity in all interactions.
• Models non-discriminatory practices in all activities.
• Enriching job skills through continuing education and professional development activities and assumes responsibility for professional growth and keeps materials, supplies, and skills up-to-date.
• Participates in curriculum development, faculty committees, and student activity sponsorship, as requested.

QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION/CERTIFICATION

• Master’s degree or higher from an accredited institution and
• Valid TEA Certification as an Educational Diagnostician

EXPERIENCE

• A minimum of 2 years of successful teaching experience and employment experience.
• Documented dyslexia training aligned to 19 TAC §74.28(c), the Multisensory Teaching Approach (MTA) preferred or willingness to be MTA trained. This includes training in critical, evidence-based components of dyslexia instruction such as phonological awareness, sound-symbol association, syllabication, orthography, morphology, syntax, reading comprehension, and reading fluency.
• Specific training in teaching dyslexic students, administering and interpreting diagnostic tests
• preferred.

SKILLS/ABILITIES

• Knowledge of federal and state Special Education law
• Knowledge of best practices for Special Education
• Knowledge of federal and state Special Education law
• Knowledge of best practices for Special Education
• Ability to be flexible and adapt to changing priorities
• Ability to thrive in a fast‑paced environment
• Independent, self-starter with a strong focus on student development
• Dependable, organized, efficient, and creative
• Experience collaborating with team members and providing constructive and instructive feedback
• Excellent interpersonal skills
• Articulate, professional demeanor with strong self-confidence and initiative
• Knowledge and experience working with students who have reading difficulties.
• Knowledge of curriculum and lesson plan development to meet IEP goals.
• Ability to lead and experience in providing staff development in the areas of reading and
• dyslexia to classroom teachers is a major focus.
• Ability to work both on broad-based strategy and everyday details
• Ability to exercise excellent judgment in decision-making
• Proven written and verbal communication skills; Ability to communicate effectively with all levels of special needs students and their parents
• Strong organizational and planning skills
• Possession of a passionate and loving attitude toward all children
• Knowledge of interpersonal skills using tact, patience and courtesy
• Ability to cultivate and maintain effective relationships with a diverse group of people and remain sensitive to their concerns.
• Responsiveness: Follow-up and follow-through with students, families, and faculty members is essential
• Ability to present a positive and professional image of Cityscape Schools.
• Ability to work independently and with limited supervision.
• Ability to work under the pressure of deadlines and time constraints.
• Ability to establish goals and objectives and monitor their effective implementation.
• Ability to apply discretion and independent judgment and exercise confidentiality.
• Ability to establish and maintain standards of behavior.
• Ability to deliver articulate oral presentations and written reports.

PHYSICAL/MENTAL DEMANDS

• Reliable transportation is needed for travel between campuses.
• While performing the duties of this job, the employee is regularly required to sit, bend, stoop, and talk or hear.
• The employee frequently is required to use hands to finger, handle, or feel, and reach with hands and arms.
• The employee is occasionally required to stand, walk, and use stairs.
• The employee may lift and/or move up to 30 pounds.
• Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus.
• Prolonged use of a computer and repetitive hand motions.
• Moderate lifting and carrying of materials may be required to lift and transfer students to and from a wheelchair or assist with positioning students with physical disabilities.
• Other limited physical activities may be required.

WORK ENVIRONMENT

• The noise level is low to high and may have frequent interruptions.
• There may be activity from other employees and students of a distracting nature.
• Must be able to maintain control in stressful situations.
• Regular travel to assigned campuses.
• Requires the ability to interact effectively with a variety of people and professions.