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POSITION SUMMARY:

 

This position is grant funded and thereby staffed year-to-year. This position reports to the building level principal.

 

KEY RESPONSIBILITIES: 

Provides small group targeted reading instruction and intervention for students in need of additional reading support during core reading instruction. Conducts on-going informal and formal assessments to identify needs and monitor progress. Interprets reading assessments to design appropriate reading curriculum and instruction. Collaborates with classroom teacher to differentiate small group instruction.

Attends Professional Learning Community (PLC) meetings to interpret student data and make instructional decisions. Collaborates with and provides guidance for colleagues who seek classroom instruction support in reading. Collaborates and coordinates with the Literacy Coach for L4GA and the Academic Coach. Plans and develops instructional lesson plans to present approved district curriculum in accordance with district goals and objectives. Evaluates student performance against learning objectives and is available during parent teacher conferences to discuss student progress, problems, strengths, concerns, or other pertinent issues of the student.

Monitors the implementation of the standards-based curriculum evidence-based instructional strategies. Researches and provides content knowledge and resources regarding a range of effective and instructional practices.

Serves on the school leadership team and collaborates with the site-based administrative team to ensure that the progression of teacher skill development is aligned with changing student-learning needs; participates in district level professional development and collaborative planning activities.

All other duties, as assigned and required, in order to perform the above services which are allowable under Title I, Part A.

 

KEY JOB REQUIREMENTS: 

Requires a minimum of three years of teaching experience in an educational environment and delivering effective professional learning and development strategies. Preferably, previous years of experience are at the elementary level.

 

Evidence of mentoring and informal leadership activities with success in improving other teachers’ instructional skills to increase student learning.

 

Evidence of the ability to effectively facilitate professional learning of teacher groups and individuals.

 

Effective written and oral communication skills.

 

The 2024-2025 salary schedules may be accessed via the following link: 

2024-25 Teacher Salary Scales