Elementary Reading Specialist; K-5

Elementary Reading Specialist

The Elementary Reading Specialist's primary responsibility is to teach, screen, monitor, document, and report students' progress in acquiring on-grade-level reading and writing skills. The specialist provides explicit, systematic, and data-driven instruction aligned to structured literacy practices grounded in the Science of Reading, prioritizing grade-level instruction while delivering targeted, scaffolded support to address identified skill gaps and accelerate student learning. Instruction is designed to improve reading proficiency and maximize students' opportunities for academic growth, readiness, and long-term success.

This position is grant-funded and thereby staffed year-to-year. This position reports to the Executive Director of Teaching and Learning (Academic Implementation).

Uses research-based reading methodologies in flexible small-group settings to strengthen students' literacy competencies, including phonemic awareness, phonics, decoding and encoding, vocabulary, fluency, comprehension, and writing. Designs meaningful and relevant learning experiences aligned to Georgia's performance standards and demonstrates deep, current knowledge of curriculum standards and content. Applies strong pedagogical skills and research-based instructional practices that reflect an understanding of students' intellectual, social, emotional, and physical development.

Plans and adjusts instruction to meet the diverse needs of all learners. Systematically collects, analyzes, and uses multiple sources of reading data, including diagnostic, screening, progress monitoring, and summative assessments, to drive targeted, differentiated instruction that supports student growth and achievement.

Participates in faculty and professional meetings and actively engages in all ongoing, required district professional learning, including summer and after-school training.

Maintains accurate records of elementary students' performance in the classroom and assessments;
Communicates with families in collaboration with the Teacher of Record, regarding students' progress and performance. Conducts parent/teacher conferences in collaboration with the Teacher of Record, to review students' progress and performance.

Collaborates with general education teachers and provides instructional resources and strategies to enhance literacy-based instructional approaches. Works with support staff to provide an instructional program based on student needs.

All other duties, as assigned and required, in order to perform the above services.

Master's or Specialist degree in Reading or special education preferred.

A minimum of five (5) years of K-5 teaching experience in the area of English Language Arts or Reading is required.

Makes instructional decisions that impact student literacy outcomes and influence practices to improve reading achievement and academic success. Demonstrates high learning expectations for all students commensurate with their developmental levels.

Level 5 or higher GaPSC Reading Specialist Certification or K-12 Reading Endorsement required. Completion of the Georgia Literacy Academy/Cox Campus structured literacy modules by August 1st is required. Completion of structured literacy training through Orton-Gillingham, LETRS, or the UGA dyslexia endorsement is preferred. Successful completion of the KPEERI Structured Literacy exam is desirable.

Varied decision making required; supervisor is available to review established broad objectives; independent judgment is required.

Requires regular, frequent communication with internal school administrative personnel. Requires frequent communication with different constituencies:
Chief Academic Officer, Executive Director, ELA Coordinator, Literacy Coaches, external agencies, parents, community, etc.

Demonstrates strong organizational skills and flexibility in managing multiple responsibilities, adapting to evolving instructional priorities, and responding to student and school needs.

Applies, recommends, and implements technology concepts to improve the effectiveness of instruction and pedagogy.

Responsibility for the Welfare of Others:
Constant (Daily) - to exercise the duty of care and protection of the health, safety, security, welfare, well-being, and best interests of the district's various stakeholders.

Normal classroom/school setting. Must be able to stand and walk approximately seven (7) to seven and one-half (7½) hours per day.

Light duty - On most occasions sitting at a desk or table; intermittently sitting, standing, or stooping. Light lifting or carrying twenty (20) lbs. or less.

Note:

This is a grade 28, 190 day position that pays for experience up to a Step 8.