Anticipated Title I Reading Demonstration Teacher (Grades: 3-4)

BASIC FUNCTIONS:

This position is campus based in the content areas of Reading/Language Arts, Mathematics, Science and/or Social Studies as identified by the Campus Needs Assessment and Campus Improvement Plan. The position will have a minimum of one core content teaching period at the elementary level and a minimum of one core content at the secondary level that is the length of the standard class period in the identified area. The position will provide exemplary classroom instruction to be utilized as a lab setting for other teachers' on-the-job professional development. The position will also conduct classroom coaching, model lessons, and feedback follow-up for identified teachers. The position will be the trainer of trainers representative and professional

development provider for campus/region/district professional development in the identified content area as appropriate based upon specific session offerings.

MAJOR RESPONSIBILITIES:

• Teach the standard class period, with an identified classroom as the teacher of record, or that content area to be utilized as a lab observation setting for on-the-job observations for other teachers, direct instruction to students, and serve as the content area liaison.

2.Assist with providing on campus professional development that is in alignment with the district priorities and information.

3.Develop classroom rotations and assistance in collaboration with the campus administration, that provide instructional support for identified grade levels/teachers.

4.Serve as a facilitator in on-campus professional learning community (PLC) time with assigned grade levels or content areas.

5.Develop strategic rotation with campus administration to assist other content area teachers to provide instructional and intentional strategy support for the identified campus student achievement.

6.Serve as the trainer of trainers for the specific content area representative and provide on-campus professional development for campus/region/district professional development if requested, as needed or as applicable for the content area.

7.Participate in professional development as required to perform and improve required skills in the content and program areas as offered by the Teaching and Learning Department and as applicable to the position and/or content area.

8.Work with campus administrative staff to identify individual teachers to develop a coaching cycle for specific instructional skill development and student academic progress or the identified content area.9. Serve to provide follow up with identified teachers on specific feedback and assist/support with next steps.

10. Review data for HB4545 tutoring requirements and assist with student progress and follow up.

11. Serve as a new teacher mentor program to ensure all new teachers on the campus have an experienced mentor teacher and information regarding the mentoring program with requirements, as applicable.

12. Complete all other duties as allowed under Title I grant. All federally funded incumbents of this position must comply with time and effort reporting requirements through personnel activity reports or periodic certification, as appropriate.

SUPERVISORY RESPONSIBILITIES:

None

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations will be made if necessary:

While performing the duties of this job, the employee is regularly required to sit; stand; move throughout the room and/or facility; communicate verbally and electronically; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; kneel, stoop, crouch, and/or crawl; and climb or balance; occasionally required to drive. Regularly required to lift or exert force of up to 25 pounds; occasionally required to lift or

exert force of up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, and the ability to adjust focus.

WORK ENVIRONMENT:

The environmental characteristics described here are representative of those an employee encounters while performing the essential functions of this job: The noise level in the work environment is usually moderate. Occasionally required to travel to facilities within the district.

Salary commensurate with education and experience

Selected individuals for Dallas Independent School District positions will be placed according to compensation guidelines. A campus-based employee may not assume a new position for which he/she was selected based upon the posting process until the end of the current semester, unless approved by the chief officer - Human Capital Management.

A security check and disclosure of family relationship information is required for all positions.

No telephone calls please.

EQUAL OPPORTUNITY EMPLOYER M/F/H

If interested apply online at www.dallasisd.org

Dallas Independent School District, is an equal opportunity employer and does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, sexual orientation, gender identity, gender expression, genetic information, or any other basis prohibited by law. The District is required by Title VI and Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, The Americans with Disabilities Act, and the Age Discrimination Act of 1975, as amended, as well as board policy not to discriminate in such a manner (not all prohibited bases apply to all programs).

QUALIFICATIONS:

• Demonstrated knowledge of Reading/Language Arts and/or Math content.

• Demonstrated ability to work with multi-ethnic populations in an urban multicultural setting ability to work collaboratively with a diverse community, district staff member, parents, and the public.

• Demonstrated technology skills to create interactive, engaging professional development, analyze data, and other duties that utilize technology tools.

• Develop strategic intervention models that provide instructional support for student functioning below grade level in content and program areas.

• Depth of knowledge and ability to coordinate and facilitate content and/or grade level PLCs.

• Demonstrated ability to work collaboratively with campus administrative staff and district departments.

• Demonstrated classroom effectiveness with a TEI rating of Proficient I or higher.