Reading Teacher (Title I)

Position: Reading Teacher (Title I)
Reports to: Building Principal

Essential Duties and Responsibilities
Note: These duties and responsibilities are judged to be "essential functions" in terms of the Americans With Disabilities Act or ADA. 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. The statements below are intended to describe the general nature and level of work being performed by a person in this position. They are not constructed as an exhaustive list of all duties that may be performed by such a person.

Duties and Responsibilities

Conduct assessments to identify students in need of reading intervention.
Develop individualized intervention plans based on assessment data and student needs.
Provide small group or one-on-one intervention sessions to improve reading fluency, comprehension, and literacy skills.
Utilize evidence-based instructional strategies and materials to support student learning.
Monitor student progress and adjust intervention plans as needed.
Collaborate with classroom teachers to align intervention activities with classroom instruction.
Communicate regularly with parents/guardians to provide updates on student progress and strategies for supporting reading at home.
Maintain accurate records of student assessments, inventions, and progress.
Participate in professional development opportunities to stay current with best practices in reading intervention.
Support school-wide efforts to promote literacy and reading proficiency among all students.
Maintains regular predictable in-person attendance.

Qualifications

Knowledge of current state literacy standards for pupils in pre-K-3 and Essential Practices in Early Literacy as defined by the State's Early Literacy Task Force.
Experience in implementing an instructional delivery model based on frequent use of formative, screening, and diagnostic tools, known as a multi-tiered system of support, to determine individual progress for pupils in grades pre-K to 3 so that pupils are reading at grade level by the end of grade 3.
Ability to use data from diagnostic tools to determine the necessary additional supports and interventions needed by individual pupils in grades pre-K to 3 in order to be reading at grade level.
Has sufficient knowledge of scientifically based reading research, special expertise in quality reading instruction and infusing reading strategies into content area instruction.
Appropriate instructional technology practices and implementation at the pre-K-3 level.
Has a strong knowledge base and demonstrated success with teaching students at-risk in the area of reading.
Has a strong knowledge base and experience in working with adults.
Ability to utilize data from diagnostic tools to determine additional literacy supports and interventions for students at multiple tiers of instructional support
Familiarity with Response to Intervention (RTI) or Multi-Tiered Systems of Support (MTSS) frameworks.
Ability to differentiate instruction to meet the diverse needs of students.
Excellent organizational skills and attention to detail
Maintain accurate records of student assessments, interventions, and progress.
Ability to collaborate with classroom teachers to align intervention activities with classroom instruction.
Ability to monitor student progress and adjust intervention plans as needed.

Education/Experience

Minimum of 5 years of successful experience teaching reading at the elementary level (experience teaching reading intervention preferred)
Valid Michigan elementary teaching certificate (BR or BT endorsement preferred)
Evidence of advanced coursework in reading (Masters Degree in reading preferred)
Must have already received or be making progress toward receiving Language Essentials for Teachers of Reading and Spelling (LETRS) training
Must have already received or be making progress toward receiving Orton Gillingham (OG) training

Physical Demands

While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally life and/or move up to 35 pounds such as books and teaching material.

The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the District.

Grand Ledge Public Schools shall provide equal opportunity and shall not discriminate in matters of employment or enrollment on the basis of age, religion, race, traits historically associated with race, including, but not limited to, hair texture and protective hairstyles, color national origin, gender/sex, sexual orientation, gender identity, disability, height, weight or marital status in its programs, services or activities.