Reading Interventionist / Read 180- Middle School

Description

The SCH Reading Interventionist is a member of the school faculty. The role involves working with the principal, school improvement / plan team, and intervention team to implement the school-wide plan to improve the literacy achievement of all students in the school. Responsibilities include proven excellence as a classroom teacher, developing, implementing, and assessing instructional strategies to improve academic literacy, overall achievement in core content areas, problem-solving skills, and using modern technology for all students. The Interventionist must attend all training sessions, use instructional research and strategies with teacher colleagues, and dialogue with them in their successful implementation.

Duties

• Work with small, flexible groups of students in literacy based on data collected by teachers through the ISTEP+ test, district level assessments, and informal classroom assessments.
• Organize district assessment data in reading/language arts, focusing on low performing subgroups.
• Share school areas of strength, new implementations, training programs, and interpersonal strategies with other Interventionists.
• Manage and evaluate the school's literacy program to ensure the highest level of quality.
• Collect data, analyze results, and report findings.
• Implement a school-wide assessment system for monitoring student achievement.
• Evaluate student achievement and assist with placing students in appropriate intervention and support services.
• Evaluate effectiveness of the overall literacy program.
• Identify needs and make recommendations for appropriate literacy materials.
• Provide records and research data to grade level teams, Plan Team, SCH Title I office, and SCH Literacy Coach cohort as requested.
• Provide leadership for literacy learnings across the school community.
• Meet regularly with the principal to report on progress and plan next steps.
• Network with other district Interventionists in developing, implementing, and researching the literacy-based program.
• Communicate the results of the literacy program and spotlight the school as a Literacy Center.
• Advocate professional learning opportunities for instructional aides.

Qualifications And Education Requirements

• Master’s degree preferred, but will accept a bachelor’s degree with an emphasis in literacy, including reading and writing.
• Indiana Educator’s License (Current).
• Five or more years of recent successful classroom experience at the primary / intermediate level teaching reading.
• Reading intervention experience required (i.e. certified reading intervention specialist; reading endorsement; Read 180; Reading Recovery; Tier 2 and Tier 3 interventions).
• Participation in balanced literacy professional development (i.e. 4 Block, Balanced Literacy, guided reading).
• Highly effective interpersonal and group communication skills.
• Strong knowledge base of best practices in instruction.
• Strong work ethic, self-directed and self-motivated.

Characteristics

• Ability to sustain involvement with long-term projects and assignments.
• Ability to work effectively with a myriad of aides, teachers, administrators, parents, PTA, and various outside groups.
• Ability to perform multi-task operations.
• Ability to remain flexible and positive with the demands and assignments of the job without losing sight of the mission, task, or assignment.
• Self-initiated learner.
• Ability to sustain a high energy level.
• Ability to demonstrate professionalism at all times.
• Ability to maintain credibility.
• Ability to listen and problem solve.
• Ability to acknowledge and utilize the skills and expertise of others.
• Ability to maintain a high expectation for self and others.
• Ability to work within flexible time schedules.

Skills

• Advanced training in the area of Staff Development.
• Professional responsibility for reading instruction.
• Advanced training in the area of reading instruction.
• Knowledge of published reading programs and their strengths and weaknesses.
• Knowledge of reading research and how to apply that knowledge in classroom.
• Knowledge of the reading/writing process on all levels.
• Ability to analyze assessment data to determine areas of focus for interventions.
• Ability to make appropriate short and long range plans.
• Ability to work effectively and coordinate services, programs, etc. with appropriate level of administration.
• Ability to coach and mentor aides, teachers, parents, and other professionals.
• Ability to facilitate group interactions with aides.
• Knowledge of ways and methods to appropriately extend the reading time for students within the school hours, before and after school, during summer, and within the home and community.