Instructional Support Teacher (Ist) - Literacy

POSITION TITLE: INSTRUCTIONAL SUPPORT TEACHER (IST) - LITERACY - Hubbell Elementary School

DEPARTMENT: OFFICE OF TEACHING AND LEARNING

LOCATION: DISTRICT WIDE

REPORTS TO: BUILDING PRINCIPAL/SUPERVISOR OF TEACHING AND LEARNING

SUMMARY: Assesses students' skills and provides student support at the elementary levels, works cooperatively with staff, provides professional development and is responsible for assisting in the planning, development, implementation, coordination, and evaluation of services to students.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.

• Conduct specialized individual and small group instruction with students to provide literacy supports and interventions.

• Assist classroom teachers and interns with the provision of support instruction by modeling lessons, coaching, consulting, collaborating, and assisting with the implementation of the instructional literacy program.

• Coach/model/collaborate on a daily basis with teachers and other staff for the purpose of improving literacy instruction at the classroom level.

• Communicate, consult, and collaborate with other personnel including classroom teachers, instructional support teachers, interns, volunteers, special education staff, and administrators regularly.

• Provide leadership and coordination of the literacy assessment and instructional program.

• Assist staff with development, implementation, review and adjustment of instructional modifications for students.

• Interpret, as appropriate, assessment results and statistical data concerning student performance and use this information to support staff in making effective instructional decisions.

• Administer assessments, adhering to established district criteria regarding the selection of students for support services.

• Collect, analyze, interpret, submit, and maintain all required assessment results and statistical data/records.

• Participate in team decisions about at-risk students including the development, review and modification of individual reading plans.

• Attend and participate in SRBI and Planning and Placement Team (PPT) meetings, as needed.

• Communicate and confer with parents concerning individual students.

• Serve on faculty and district committees.

• Be available to students and parents for education-related purposes outside the instructional day including provision of evening literacy programs.

• Assist with the ordering of materials for instructional support.

• Maintain professional competence and enhance professional expertise through in-service education provided by the district and self-selected professional growth activities.

• Support instruction during WINN (intervention/support) blocks.

• Provide substitute coverage, as needed

SUPERVISORY RESPONSIBILITIES:

Supervises classroom and students (volunteers and parent helpers where appropriate). Performs general supervisory duties as scheduled.

Ensure classroom safety standards are met at all times.

QUALIFICATION REQUIREMENTS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND/OR EXPERIENCE AND REQUIREMENTS:

Master's Degree.

Reading certification preferred.

Reading concentration at Master's level is preferred.

Varied teaching experiences, grades K - 5 preferred.

Experience as a staff developer preferred.

At least three years of teaching experience with elementary age children required.

CERTIFICATES, LICENSES, REGISTRATIONS:

Valid Connecticut Teaching Certificate.

102: Remedial Reading and Remedial Language Arts, 1-12 preferred

305: Elementary, 1-6 will be considered

LANGUAGE SKILLS:

Ability to read, analyze and interpret periodicals, professional journals, technical procedures and governmental regulations. Ability to write memos, reports and correspondence. Ability to effectively present information and respond to questions from groups of administrators, staff, parents and the general public.

MATHEMATICAL SKILLS:

Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent and to draw and interpret bar graphs. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference and volume. Ability to apply concepts of basic algebra and geometry.

COMPUTER SKILLS:

Basic knowledge and experience with standard hardware and software applications. Ability to use computers for Email, word processing, accounting, databases and presentations. Ability to navigate multiple online platforms including Zoom, Loom, STMath, Lexia, etc.

REASONING ABILITY:

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

OTHER SKILLS AND ABILITIES:

Ability to apply knowledge of current research and teaching competencies to instructional programs. Ability to plan and implement lessons based on school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents. Skill in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies and the code of professional responsibility for teachers.

PHYSICAL DEMANDS:

The physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable

accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. While performing the duties of this job, the employee may occasionally push or lift up to fifty (50) pounds, such as boxes of books and AV/VCR carts. The employee is directly responsible for safety, well-being or work output of other people. Specific vision abilities required by this job include close vision, such as to read handwritten or typed material and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.

WORK ENVIRONMENT:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors.

Salary: As per negotiated contract

Date of Service: 2024-2025 School Year

Hours: 8:50am

• 3:25pm on Mon., Tues., Thurs., Fri. and 8:50am

• 4:50pm on Wed.

Application: Those currently employed by the Bristol Board of Education, fill out an internal application by 4:00 p.m. on May 9, 2024.

All others fill out an online application at www.applitrack.com/Bristol/onlineapp.

The information contained in this posting description is for compliance with the American with Disabilities Act and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

05/06/2024 KC/ljm

PC# 50010242