Reading Teacher

To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were written out in this job description.

GRPS MISSION:
Our mission is to ensure that all students are educated, self-directed and productive members of society.

Teacher - Reading

Department:
Instruction

Bargaining Unit:
Grand Rapids Education Association (GREA)

Salary:
Determined by the collective bargaining agreement and a comprehensive benefits package

Direct Supervisor:
Principal

JOB SUMMARY

The teacher will be responsible for providing technical expertise in reading instruction. The teacher will be responsible for ensuring that researched-based best practices are implemented in the appropriate grade levels. This will include conducting model/demonstration lessons in all classrooms, coaching and assisting teachers, designing lessons for teachers, and providing regular ongoing training in reading methods for all staff. The teacher will be responsible for testing students, diagnosing reading, problems working with students and recommending effective intervention strategies.

Because of the difference between these positions and those of classroom teachers, these positions will require a 40-hour workweek in a flexible schedule to meet the needs of the school, staff and parents.

ESSENTIAL JOB FUNCTIONS

Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:

* Serve as a model and coach for all teachers and others (tutors, paraprofessionals, etc.) involved in implementing the program, fostering a climate of learning and support among teachers.

* Model effective instructional strategies and assessment techniques in all classrooms

* Assess and diagnose reading problems in students. Recommend effective intervention strategies.

* Work with identified emerging readers with researched-based intervention methods (e.g., Orton-Gillingham, Project Success, etc.)

* Plan and consult with teachers.

* Use a planning log for dialogue sessions with classroom teachers and Special Education staff to help maintain the focus on effective communication, evidence of professional growth, and instructional needs.

* Evaluate school-based reading progress.

* Make school and classroom decisions based on continuous progress monitoring of student and teacher data.

* Participate in quality professional development experiences such as workshops, study groups, action research and other opportunities developed by the district and grant, related to the five essential components of reading instruction. (The district will offer training opportunities that focus on the reading program, implementation, and student monitoring).

* Offer specialized literacy assistance for struggling readers.

* Regularly inform parents of progress using established school and district communication tools. (Reading First schools).

* With the principal, facilitate services of Michigan's Reading First Facilitator. (Reading First schools).

* Attend LETRS training as scheduled by the grant. Dates will be announced - probably late summer and during school year. (Reading First schools).

* Attend all support meetings for the Reading Specialists.

QUALIFICATIONS

Education and Experience:

* Master's degree in Reading or Language Arts, or

* State of Michigan certification appropriate to the grade level in Reading or Language Arts, or

* At least two years of successful experience in a GRPS Title I or II Reading…