Title I Reading Interventionist

Broken Arrow Public Schools; Broken Arrow (OK); On-site; USD 42,000 - 62,000; Full time

Job summary

Broken Arrow Public Schools is seeking a Title I Reading Interventionist in the Instruction department. The role reports to the Building Principal and is an exempt, full-time position.

The individual will deliver reading interventions, analyze assessment data, and coordinate with teachers and parents to support identified students. Requirements include an advanced degree in reading and experience with research-based instruction practices.

Qualifications

• Master's degree in reading or related field preferred.
• Experience with best instructional practices and research-based interventions.
• Ability to analyze assessment data and provide real-time interventions.

Responsibilities

• Gather, organize and interpret assessment data on identified students.
• Use best practices and research-based intervention materials to meet learning needs.
• Provide direct instruction to students in reading in various settings.
• Analyze data and administer assessments to monitor progress.
• Maintain accurate student records, parent communications and progress data.
• Conduct parent conferences and telephone conferences as needed.
• Pursue professional development to improve reading instruction.
• Coordinate discussions to use research to improve reading/language arts teaching.

Skills

Assessment data analysis

Interventions (push-in/pull-out)

Education

Master's degree in reading or related field

Job description

JOB TITLE: Title I Reading Interventionist
DEPARTMENT: Instruction
REPORTS TO: Building Principal
FLSA STATUS: Exempt
EMPLOYMENT STATUS: Full time

Minimum Job Requirements

Education: Prefer Master's Degree in reading and/or extensive training and experience in elementary reading instruction
Experience: Has demonstrated the knowledge of best instructional practices and research-based intervention practices.
Skills: Analyze assessment data and provide real-time push-in and pull-out research-based interventions.

ESSENTIAL JOB FUNCTIONS

These statements are intended to describe the responsibilities assigned to the position and are not intended to represent an exhaustive list of all responsibilities, duties and skills required.

• Gather, organize and interpret assessment data on identified students.
• Utilize best practices instructional strategies and research-based intervention curriculum materials to meet the learning needs of identified students.
• Provide direct instruction to students identified for reading services in individual, small group and/or full classroom settings.
• Analyze existing student achievement data and administer student assessment and progress monitoring instruments as needed to aid in progress monitoring of students.
• Maintain accurate student records, parent communications and student progress data reports.
• Conducts and participates in needed parent conferences and telephone conferences.
• Strives to maintain and improve professional competence through professional development activities.
• Coordinates in discussion or activities focused on using research to improve reading/language arts teaching.

Essential Behavior

Ability to use sound judgment in any situation. Ability to deal successfully and rapidly with changes in assignments and properly respond to applicable correspondence/communication received. Ability to project a professional company image through in-person, phone, and electronic interaction. Ability to build and foster harmonious rapport and work cooperatively with District staff and the public while achieving the objectives and goals of the position. Ability to handle problematic and/or difficult situations professionally by communicating with the appropriate person.

Attendance Statement

Able follows district attendance guidelines.

Environmental Conditions

Typical office and school environment.

Physical Standards

Mobility as in standing and walking to perform job responsibilities, i.e., giving presentations, travel to job sites, etc.; sitting for extended periods of time; Seeing, hearing, talking so as to deliver interventions clearly to students.