Reading Coach & Literacy Instruction Specialist

Montgomery-Public-Schools; Alabama; On-site; USD 42,000 - 56,000; Full time

Job summary

Montgomery-Public-Schools seeks an ARI Reading Specialist to serve as a reading coach, mentor, and peer support for teachers, with a focus on scientifically based instruction and intervention to raise Grade 3 reading proficiency.

The role requires Alabama elementary/reading certification, advanced science-of-reading coursework, and at least two years of literacy teaching experience. The specialist will model, coach, and analyze data to guide instruction.

Qualifications

• 1. Valid Alabama Professional Educator Certificate for elementary and/or reading teacher.
• 2. Advanced coursework or professional development in the science of reading is required, such as multisensory language instruction, or comparable alternative training approved by the State Board of Education.
• 3. Minimum two (2) years successful elementary or literacy teaching experience.
• 4. Specialized knowledge in the science of reading and the science of early childhood education, quality reading instruction and intervention, dyslexia specific interventions, and data analysis.
• 5. Excellent communication skills with outstanding presentation, interpersonal, and time management skills.
• 6. Exceptional abilities to work with adult learners to improve their practices, through facilitation of targeted, intensive professional development and modeling effective reading instruction.
• 7. Demonstrated professionalism as an on-going learner and teacher leader.
• 8. Ability to meet suitability criteria for employment and/or certification/licensure under the Alabama Child Protection Act of 1999 and Act No. 2002-457.
• 9. Knowledge of and ability to implement effective instruction, effective instructional planning, and the use of formative and summative assessment data to inform instruction.
• 10.Knowledge of and ability to plan and implement effective teacher supervision, teacher coaching, and professional development practices.
• 11.Knowledge of school’s program of studies related to mission, goals and organization.
• 12.Ability to apply knowledge of current research and theory to instructional programs.
• 13.Ability to plan and implement lessons and professional development based on system and state courses of study and the needs and abilities of students.
• 14.Ability to establish and maintain effective relationships with students, teachers and administrators.
• 15.Demonstrated proficiency in oral and written communication skills.
• 16.Ability to identify and solve problems as a productive team member.
• 17.Ability to use technology to communicate, to plan and provide instruction, to facilitate student learning, to manage data, and to produce/submit required reports, correspondence, and/or financial information.
• 18.Physical strength, mobility, dexterity, stamina, and acuity to perform job responsibilities.
• 19.Ability to be punctual and in regular attendance.
• 20.Such alternatives to the above qualifications as the Board may require.

Responsibilities

• 1. Demonstrates support for the school system, its purpose, direction, and priorities.
• 2. Demonstrates knowledge of the prescribed curriculum, intervention strategies, school improvement plans, and effective professional development delivery techniques.
• 3. Demonstrates knowledge of current educational research and best instructional practices.
• 4. Models appropriate and innovative use of technology for students and staff.
• 5. Demonstrates professionalism in appearance and in attitude at all times.
• 6. Utilizes innovative teaching techniques and technology as a teaching tool to plan and provide instruction; acts as a facilitator for students in the use of technology in the classroom.
• 7. Adheres consistently to LEA/ARI approved schedule that includes time in preplanned, daily support with teachers, professional learning communities, and daily intervention instruction with one group of struggling readings so that reading goals are achieved.
• 8. Collaborates with the principal to create a strategic plan for coaching to ensure all students read on grade level.
• 9. Facilitates schoolwide professional learning and study groups directly related to identified K-3 literacy needs.
• 10.Models effective reading instructional and intervention strategies for teachers.
• 11.Coaches and mentors teachers daily.
• 12.Facilitates data analysis discussions and supporting teachers by using data to differentiate instruction according to the needs of students.
• 13.Fosters multiple areas of teacher professional learning, including exceptional student education and literacy content area knowledge.
• 14.Prioritizes time for the teacher, activities, and roles that will have the greatest impact on student reading achievement, such as demonstrating, modeling, and working to support literacy needs in the classrooms.
• 15.Monitors the reading progress of all students a minimum of three times per year and making recommendations for adjustment of instruction according to student specific need(s).
• 16.Utilizes a variety of coaching strategies to differentiate support for teachers, both individually and in groups.
• 17.Assist in planning specialized instruction for struggling students as needed.
• 18.Uses age- appropriate instructional strategies in all tiers of instruction to improve students’ skills in subject area(s) as assigned.
• 19.Supports school and system literacy efforts to reach the goal of students performing at or above proficiency in all areas.
• 20.Actively participates in and works with other school personnel in planning effective instructional goals, objectives, methods and curriculum.
• 21.Administers standardized, norm-referenced or criterion-referenced tests for instructional planning and program evaluation purposes.
• 22.Participates in and/or leads professional growth and development activities for the purpose of improving instruction, including staff meetings, in-services and staff development activities as required or assigned.
• 23.Develops and uses assessment strategies (traditional and alternative) to assist the continuous development of learners.
• 24.Interprets and uses data (including but not limited to standardized and other test results) for diagnosis, instructional planning and program evaluation.
• 25.Assists with the administration of state assessments and other standardized tests in accordance with directions provided, including proctoring and secure handling of materials.
• 26.Communicates high learning expectations for all students.
• 27.Communicates effectively, orally and in writing, with other professionals, students, parents and community.
• 28.Works collaboratively with other teachers in curriculum development, instructional planning, special activities and sharing ideas and resources.
• 29.Engages in continuing improvement of professional knowledge and skills.
• 30.Keeps abreast of developments in instructional methodology, learning theory, curriculum trends and content.
• 31.Acts in a professional and ethical manner and adheres to professional standards at all times.
• 32.Serves on committees, task forces, planning teams, and advisory groups to improve student achievement.
• 33.Supervises and/or assists with extracurricular and co-curricular activities as assigned.
• 34.Supports school improvement initiatives by active participation in school activities, events, ceremonies, services and programs.
• 35.Maintains appropriate confidentiality regarding /student/school/workplace matters.
• 36.Demonstrates initiative in identifying potential problems and/or opportunities for improvement in areas of responsibility.
• 37.Reports potential problems, unusual events, or work irregularities to appropriate administrative or supervisory personnel.
• 38.Responds to inquiries, requests, constructive feedback, concerns and/or complaints in a timely and positive manner.
• 39.Maintains and submits reports, records, and correspondence in a timely and accurate manner.
• 40.Properly uses and cares for equipment and material resources of the school system and effectively supervises and monitors students in the care, maintenance, and use of tools, equipment, and inventory.
• 41.Adheres to school system rules, administrative procedures, local Board policies, and state, federal, and local regulations.
• 42.Performs any other job-related duties as assigned by the Principal or Director of Curriculum and Instruction.

Job description

Montgomery-Public-Schools seeks an ARI Reading Specialist to serve as a reading coach, mentor, and peer support for teachers, with a focus on scientifically based instruction and intervention to raise Grade 3 reading proficiency.

The role requires Alabama elementary/reading certification, advanced science-of-reading coursework, and at least two years of literacy teaching experience. The specialist will model, coach, and analyze data to guide instruction.