Title I Teacher - Reading

Saginaw Area Consortium; Zilwaukee (MI); On-site; USD 40,000 - 60,000; Full time

Job summary

Saginaw Area Consortium is seeking an Elementary School ELA Support Teacher to facilitate and support the MTSS by implementing Tier 3 interventions. The ideal candidate will have a Bachelor's degree, a valid Michigan Teaching Certificate, and experience in teaching. This role emphasizes collaboration with staff to improve student learning outcomes in a diverse urban setting.

As a member of the Saginaw Public Schools, you will work closely with students and families to provide effective instructional support and foster engagement in the classroom.

Qualifications

• A minimum of three years of successful and relevant teaching experience.
• Demonstrated ability to work effectively as part of a team.
• Experience with adult learners is preferable.

Responsibilities

• Plan and deliver instructional interventions.
• Develop intervention plans for Tier 3.
• Manage student behavior by establishing rules.

Skills

Collaboration

Analytical skills

Instructional design

Classroom management

Communication

Education

Bachelor's Degree or higher

Valid Michigan Teaching Certificate

Job description

Position Type: Elementary School Teaching

GENERAL SUMMARY

Saginaw Public Schools Title IA/Section 31a ELA Support Teacher is responsible for facilitating and supporting the Multi‑Tiered Systems of Support (MTSS) by implementing Tier 3 interventions with fidelity. Saginaw Public Schools teachers are committed and focused on rapid school Turnaround.

DISTRICT MISSION STATEMENT

Our mission is to be a globally competitive school district that prepares and inspires students to achieve their full potential. #SPSDinpiresgreatness.

A Saginaw Public Schools Turnaround teacher skillfully demonstrates

• the capacity to align curriculum, instruction and assessments while responding to the individual needs of students;
• the willingness to seek out knowledgeable peers, coaches or administrators for instructional support;
• the desire and ability to work in a multi‑cultural, urban setting and develop a rapport with students, staff, parents, and the school community;
• prioritize student‑learning needs over the customs, routines, and established relationships that can stand in the way of necessary change;
• commitment to the relentless pursuit of increasing student learning and innovation;
• the competence to collect and analyze data from formative and summative assessments to inform instructional decisions;
• the skill to implement a tiered system of instruction within the classroom and to leverage the intense student support network;
• the strong desire and ability to build meaningful, caring relationships with students in order to exert academic influence;
• the ability to help create and thrive in a professional environment that is one of mutual respect, teamwork, and accountability that includes all stakeholders;
• the willingness to actively engage in the PLC process while
  • participating in ongoing instructional specific conversations;
  • collaboratively create and execute clear, logical instructional plans;
  • coordinate instruction within and across grade levels;
  • try out new ideas to improve student learning.

KNOWLEDGE, SKILLS, AND ABILITIES

• Work collaboratively with other Title IA/31a teachers.
• Collaborate with the staff member(s) that is providing behavioral intervention.
• Knowledge of district‑wide and building‑level initiatives.
• Knowledge and experience using a variety of assessment tools and analyzing student data.
• Knowledge and experience with developing and implementing the MTSS process.
• Understand and support teachers through school improvement and MTSS processes.
• Demonstrate and maintain productive and positive interpersonal skills.
• Willingness to utilize and integrate technology to improve teaching and learning.
• Demonstrated teacher leadership skills.
• Ability to network and utilize technology to connect to resources.
• Ability to manage multiple projects on time with effective results.
• Ability to work with teams to develop goals for improving student achievement.
• Ability to analyze data and provide recommendations.
• Ability to prepare and communicate/present reports effectively.
• Content and pedagogical knowledge in assigned subject/area.
• Critical thinking and problem solving skills.
• Verbal and written communication skills.
• Organization and planning skills.
• Ability to tolerate high levels of stress.
• Ability to be flexible and adaptive.
• Ability to take initiative.
• Ability to work effectively and collaboratively with other teachers, administrators, and staff, as well as independently.
• Ability to learn new tasks quickly.
• Ability to work in a multi‑cultural, urban setting and develop a rapport with students, staff, parents, and the school community.

DUTIES AND RESPONSIBILITIES

• Plan, prepare, and deliver instructional interventions that facilitate active learning experiences.
• Develop intervention plans for Tier 3.
• Identify and select different instructional resources and methods to meet students' varying needs.
• Manage student behavior in the classroom by establishing and enforcing rules and procedures.
• Provide Tier 3 supplemental instruction according to established criteria during the school day and make recommendations to extended‑day structured tutorials to the classroom teacher.
• Provide individual, small group, and differentiated instruction in addition to the general education core content instruction to reinforce grade level content expectations and help students meet standards and benchmarks.
• Provide support to classroom teacher and be able to implement research‑based best teaching/learning practices and differentiated instruction.
• Acquire the additional knowledge, technology skills, and instructional strategies necessary to effectively impact classroom instructional practices.
• Support the effective implementation of state, federal, and local grants in collaboration with the school improvement team.
• Communicate necessary information regularly to students, colleagues, and parents regarding student progress and student needs.
• Keep up to date with developments in subject area, teaching resources and methods, and make relevant changes to instructional plans and activities.
• Provide leadership for supplemental instruction and interventions for students at risk of failing state standards.
• Meet with classroom teachers, students, and parents to provide progress monitoring for parent/teacher conferences, and to provide strategies parents can use to extend learning at home.
• Manage Tier 3 interventions (software) according to established criteria when supplemental instruction does not produce expected performance outcomes.
• Participate in department, school, and parent meetings.
• Participate in all required and relevant professional development.
• Participate in curriculum and grade level expectation overviews for parents, families, and community.
• Participate as a member of the Intervention Team as appropriate.
• Attend monthly in‑service meetings.
• Update all necessary records as required by laws, district policies, and school regulations.
• Maintain supplemental instruction materials and intervention inventory.
• Maintain time logs for funded program.
• Complete and sign the federal payroll certification form stating the funding source of the position.
• Encourage, observe, monitor, and evaluate student performance and development.
• Maintain accurate and complete records of students' progress and development.

EDUCATION AND/OR EXPERIENCES

• A Bachelor's Degree or higher from an accredited institution.
• A valid Michigan Teaching Certificate or single subject teaching credential or certification if teaching a specialized subject.
• A minimum of three years of successful and relevant teaching experience.
• Previous successful experience with adult learners.
• Demonstrated ability to work effectively as part of a team.

SALARY

Based on education and experience

Equal Opportunity Employer

Saginaw Public Schools is an Equal Opportunity Employer. It is our policy not to discriminate on the basis of race, color, national origin, gender/sex, age, disability, height, weight, marital status, or lack of English language speaking skills, in its programs.