Lead Reading Teacher

Iasaedu; Florissant (MO); On-site; USD 60,000 - 80,000; Full time

Job summary

Illinois Education Job Bank is seeking a Lead Reading Teacher to collaborate with district leaders to raise student reading growth using district-approved programs and evidence-based practices.

The role focuses on monitoring Tier 3 reading implementation, observing classrooms, analyzing data, delivering professional development, and guiding teachers in Fundations and related programs. Requires teaching credentials and reading certifications plus 3+ years of experience.

Qualifications

• 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 DESE required/Wilson Level I and II Certifications strongly preferred

Responsibilities

• Monitor implementation of the District’s Tier 3 reading program and growth (Grades 3-10)
• Observe teachers’ implementation with Achieve 3000 and Wilson Reading System
• Collect, monitor, and analyze data on Tier 3 student growth
• Deliver professional development training and coaching on reading instruction
• Walkthroughs of Tier 3 reading implementations
• Provide feedback to administrators and teachers on implementation
• Develop and deliver training to administrators and reading staff
• Monitor growth and provide training in Fundations (primary grades)

Skills

Confidentiality

Interpersonal skills

Attention to detail

Communication skills

Public relations

Written communication

Verbal communication

Excel / Word / PowerPoint

Education

Master's Degree preferred

Teaching certification K-12

Special Reading Teacher Certification K-12

Tools

Microsoft Excel

Microsoft Word

PowerPoint

Job description

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.

DUTIES/RESPONSIBILITES:

• 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.
• 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.
• 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.
• 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.
• 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 Certificationsstrongly 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
• Excellent communications and public relations abilities
• Willingnessto 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 independent

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.