Teacher - Reading Interventionist

Duval County Public Schools; Jacksonville (FL); On-site; USD 49,000 - 56,000; Full time

Job summary

Duval County Public Schools seeks a Reading Intervention Specialist to deliver intensive reading instruction in one-to-one or small-group settings. You will collaborate with school leadership to design intervention plans aligned with grade-level reading objectives and monitor student progress in a district data system.

The role requires a Bachelor's degree, Florida teaching credentials, and 3–4 years of experience in reading instruction across elementary and secondary levels.

Qualifications

• Bachelor's degree from an accredited college or university.
• 3 years continuous reading teaching experience at the elementary level; 4 years continuous reading teaching experience at the secondary level.
• Florida Teaching certificate in Elementary Education K-6; Florida teaching certificate in Reading OR Reading endorsement at the secondary level.

Responsibilities

• Provides intensive instruction in reading to at-risk students in a one-on-one or small group setting.
• Identifies students at risk by analyzing data from assessments, grades, and MAP.
• Coordinates with school Principal to schedule one-on-one or small group reading support.
• Works with identified teachers to coordinate intervention efforts aligned with classroom instruction.
• Maintains data and records on student progress and communicates progress weekly.

Skills

Reading instruction

Data analysis

Collaboration

Communication

Differentiated instruction

Progress monitoring

Education

Bachelor's degree

Job description

TEACHER STARTING SALARY IS $48,700. Additional Referendum money is available for the next four years starting at $7730 for the 25-26 school year; teachers hired during the school year will receive a prorated supplement amount based on the date of hire.

Job Summary

Provides explicit Reading instruction in a one-to-one or small group setting to improve specific reading skills of a particular child or small group of children to support regular classroom instruction. Works with school principal and reading teacher to design and create intervention plans of learning aligned with regular classroom reading objectives and most appropriate for each child or small group of students identified as at-risk of meeting grade level reading proficiency. Monitors and reports student progress and/or response to planned program of reading instruction and adjusts as needed to increase student reading achievement.

Essential Functions

• Provides intensive instruction in reading to at-risk students in a one-on-one or small group setting.
• Identifies students who are at-risk of not meeting grade level reading proficiency by analyzing data from identified state and district formative and summative assessments, classroom grades, and Measures of Academic Progress (MAP), and other identified reading curricula based learning objectives.
• Coordinates with school Principal to develop a schedule of one-on-one or small group reading support, based upon analysis of current data, for identified at-risk students.
• Works closely with identified at-risk students' reading teacher to coordinate intervention program efforts that align with regular classroom instructional focuses to promote student success.
• Monitors and maintains accurate data and anecdotal records on student progress towards reading achievement goals. Articulates the students' response or progress to intervention of at-risk students weekly through a progress monitoring database system.
• Performs other duties as assigned.

Minimum Qualifications

Education: Bachelor's degree from an accredited college or university

Experience: 3 years continuous reading teaching experience at the elementary level; 4 years continuous reading teaching experience at the secondary level.

Certifications & Licenses: Florida Teaching certificate in Elementary Education K-6 (Elem. level); Florida teaching certificate in Reading OR Reading endorsement at the secondary level

Knowledge, Skills & Abilities

• S trong working knowledge of district approved instructional materials for reading instruction and intervention
• Strong working knowledge of foundational reading assessments including FAIR, district reading Interim Benchmarks, and other national norm referenced reading assessments
• Strong working knowledge of second language acquisition and oral language development
• Strong working knowledge of tools and district applications used to access student data
• Thorough knowledge of the NGSS and CCSS Reading Foundational Standards
• Working knowledge of multiple literacy assessment tools and diagnostic procedures
• Strong skills in teaching multiple levels and across diverse populations including ethnically and racially diverse students; students living in poverty; disabled students; and students whose primary language is not English
• Strong skills in providing intensive and immediate reading intervention strategies
• Strong word processing, spreadsheet, and presentation software skills
• Strong oral, written, and interpersonal communication skills
• Strong analytical skills
• Strong collaboration skills
• Ability to make a long term commitment to life-long learning and professional development in best practices
• Ability to demonstrate, model and coach effective research-based literacy instructional strategies to students in multiple instructional settings (i.e., one to one; small group; and or pullout)
• Ability to collect, analyze and utilize multiple types of data to improve student learning

Press tab to move to the browser's controls