Secondary Teacher/Reading Interventionist (Anticipated)

Alabama State Department of Education; Anniston (AL); On-site; USD 42,000 - 64,000; Full time

Benefits offered by this job

Summer reading camp

Professional development

Job summary

Alabama State Department of Education in Anniston, AL is seeking a Secondary Reading Interventionist to lead reading improvement efforts using dyslexia-specific interventions. You will administer universal screeners, analyze progress data, participate in PST teams, and collaborate with teachers to align intervention with classroom literacy strategies.

The role includes planning and delivering small-group instruction most days, with responsibilities extending into summer reading camp and data

Qualifications

• An interventionist shall have the Alabama Professional Educator Certificate in Reading (preferred) or English.
• Master’s degree or higher is preferred.
• Minimum five years of successful reading or related teaching with strong classroom management.
• Experience providing intensive, targeted intervention utilizing an ALSDE-approved program as a classroom teacher, special education teacher, English learner, or reading intervention teacher.

Responsibilities

• Fully participate in all scheduled E-learning days, Reading, Analytics & Insights, and PST PDs.
• Participate in universal reading screeners for all students.
• Join the Problem-Solving Team (PST) for students with reading deficits and help develop RTI plans.
• Administer dyslexia screening and needs assessment to identify dyslexia characteristics.
• Deliver prescriptive, explicit, systematic language instruction for dyslexia-specific intervention 4 days/week in small groups.
• Begin intervention classes by September and continue through May, teaching at least 130 days per year.
• Collaborate with classroom teachers and instructional coaches to ensure consistent reading strategies and progress monitoring.
• Serve as secondary resource to teachers via data analysis, planning, and routines implementation.

Skills

Reading intervention

Classroom management

Data analysis

Communication

Education

Master’s degree or higher

Alabama Professional Educator Certificate in Reading (preferred)

Job description

JOB TITLE: Secondary Reading Interventionist

WORK DAYS:9 Months (187 Days) It is also expected that interventionists offer to serve as a teacher to support summer learning efforts (additional pay for extra days)

REPORTS TO: Principal and Senior Director of Curriculum and Instruction

FLSA STATUS: EXEMPT

MINIMUM QUALIFICATIONS: An interventionist shall have all the following minimum qualifications:

1. The required Alabama Professional Educator Certificate in Reading (preferred) or English.

2. Master’s degree or higher is preferred.

3. Minimum five years of successful teaching of reading or content areas and excellent classroom management.

4. Experience providing intensive, targeted intervention utilizing an approved intervention program (from the current or previous ALSDE-approved lists) as a classroom teacher, special education teacher, English learner, or reading intervention teacher.

DUTIES AND RESPONSIBILITIES: To ensure that all students are reading on or above grade level, the job of the interventionist will include the following as evidenced by student reading achievement and growth:

1. Fully participate in all scheduled E-learning days, Reading, Analytics & Insights, and PST PDs.

2. Participate in the administration of universal reading screeners to all students.

3. Participate on the Problem-Solving Team (PST) for students identified by the universal screener as having a reading deficit. Assist in developing Student Plans and/or a Response to Intervention (RTI) plans when appropriate according to the ALA and PST Manual.

4. Utilize the Dyslexia Screening and Needs Assessment Profile to administer reading assessments that will identify students with the characteristics of dyslexia.

5. Administer additional diagnostic academic skills assessments to identify areas of need and strengths, if needed.

6. Depending on data, both qualitative (retention and consistent deficiency data) and quantitative, discern which students need dyslexia-specific intervention.

7. Deliver prescriptive, explicit, systematic, structured, multi-sensory language instruction to students requiring dyslexia-specific intervention for a minimum of four out of five days per week in a small group setting of four to six students for the time prescribed by the curriculum which is typically 45 to 60 minutes daily.

8. Begin teaching intervention classes a minimum of four days per week no later than the first week of September and continue through the second full week of May.

9. Teach all classes/groups a minimum of 130 days per year.

10. Collaborate with the classroom reading teacher and/or instructional coach to ensure consistency in the use of reading strategies utilized during intervention and in the classroom, to keep abreast of classroom progress monitoring, and to ensure effective communication with the parent.

11. Serve as a secondary resource to classroom teachers by providing support and instruction in Structured Literacy through analyzing data, lesson protocols, planning, and the implementation of routines and procedures.

12. Collaborate with administration and others on scheduling of students, preferably prior to the beginning of the year and the building of classes. Students should not miss Tier 1 classroom literacy instruction or social time to receive intervention.

13. Collaborate with District and Regional Literacy Specialists when requested and appropriate.

14. Stay abreast monitoring, according to the program being administered, the reading progress of current students receiving dyslexia-specific intervention. This progress should be indicated in Unified Insight as an “intervention” that aligns to the student’s Student Plan (Analytics & Insights).

15. Make recommendations for the potential adjustment of instruction according to student-specific needs identified from progress monitoring both classroom and intervention program specific.

16. Agree to serve as a teacher for summer reading camp providing reading intervention to students, assisting in collecting reading data, and working to communicate data. The funding for this would be through your Summer Reading Camp allocation.

17. Work to support the administrator in ensuring all teachers utilizing an intervention program have training in their approved Dyslexia Specific Intervention Program, and all teachers, at a minimum, have been trained in dyslexia awareness.

18. Agree to serve as a mentor teacher for a new first- or second-year teacher in the building to help foster cohesiveness and support the professional development of new teachers.

19. Other duties as assigned.

REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES:

1. Possess a strong knowledge of the Alabama Literacy Act to effectively interpret policies, procedures, and student data — including diagnostic test results and state assessments — in order to build continuity from elementary through secondary levels.

2. Growth-minded and willing to engage in high-level professional learning.

3. Engage students in small-group instruction for several sessions a day.

4. Strong organizational, communication, and interpersonal skills in order to collaborate effectively with other teachers, administrators, and parents.

5. Ability to transition with the district, campus, and/or department changes.

6. Ability to facilitate schoolwide professional development in the area of dyslexia awareness to assist parents and teachers.

7. Ability to communicate effectively with and receive guidance from supervisors and coaching from the instructional coach and/or C&I Directors.

8. Ability to manage multiple priorities effectively.

9. Strong computer skills to implement multiple and diverse programs in person or online and to analyze data.

10. Training or experience in a variety of effective reading intervention programs and/or strategies that would support students with the characteristics of dyslexia, a dyslexia diagnosis, and all struggling readers.

11. Serve in partnership with the Elementary Curriculum and Instruction (C&I) Director and the Reading Specialist assigned to the elementary buildings that feed into your school.

Physical Requirements:Physical strength, mobility, dexterity, stamina and acuity are required to perform job responsibilities.

Evaluation:Performance will be evaluated in accordance with evaluation procedures and Board policy.

Please Note:All candidates must submit to a background check. Employment is contingent upon candidate meeting suitability criteria as established by Alabama State Department of Education. The Anniston City Board of Education does not discriminate on the basis of age, race, color, sex, sexual orientation, religious preference, marital status, disability, national origin, or any other reason prohibited by state or federal law. Employees of the District are required to comply with the provisions of Title VII of the Civil Rights Act and Title IX of the 1972 Educational Amendments. Anniston City Board of Education is required by state law to verify the employment eligibility of newly hired employees by using the federal E-Verify program. New employees are required to provide a Social Security number, an unexpired identity document that contains a photograph, and other acceptable documents that establish employment eligibility. In addition to determining whether a new hire is authorized to work in the United States, E-Verify will confirm that the employee's name and Social Security number match.