Reading Teacher - Private Schools

Position Summary: The Reading Teacher works with students and staff to increase the academic performance of students in the area of literacy.

Qualifications:

• Wisconsin Department of Public Instruction Licensure in the following areas: (1) Elementary teacher certification; and Reading Teacher #1316 or #1317.
• Five years' experience teaching, with a record of successfully impacting student achievement and working successfully with students who have the greatest need.
• Knowledge of the Wisconsin State ELA Standards.
• Ability to work cooperatively and effectively with colleagues, including the ability to create and nurture a professional community of adult learners.
• Demonstrated leadership qualities and strong interpersonal skills, including giving and receiving constructive feedback.
• Ability to use student-level data to guide instructional decisions.
• Ability to work effectively in a team environment.
• Knowledge of inclusive classrooms and best practice for reading and writing instruction.
• Excellent oral and written communication skills.
• Desire to continuously grow as a professional.
• Ability to effectively present to small and large groups.
• Knowledge of LETRS (Language Essentials for Teachers of Reading and Spelling) (preferred).
• Knowledge and skills related to response to intervention (RTI) (preferred).
• Experience with formative and summative assessment and progress-monitoring tools (preferred).
• Knowledge and experience using effective literacy intervention programs/strategies (preferred).

Essential Job Functions:

• Supports and assists teachers in the alignment of instruction to the WI ELA Standards and in effective implementation of instruction utilizing a core program.
• Diagnoses, intervenes, monitors, and adjusts instruction to serve developing readers.
• Supports teachers in the collection, analysis, and use of data to drive instruction.
• Reports data on the effectiveness of literacy instruction.
• Ensures systematic intervention aligned with MLSS practices.
• Supports common District assessments at the building level.
• Works collaboratively with grade-level teams to devise, plan, and implement effective interventions.
• Builds strong relationships with teachers, administrators, and other staff.
• Uses district-approved resources, materials, and information to support student needs.
• Develops staff members' knowledge, skills, attitudes, and behaviors through a variety of professional development topics.
• Serves as role model for students in how to conduct themselves as citizens and as responsible, intelligent human beings.
• Complies with the following requirement:
  The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the District.
• Performs other duties as may be assigned.

Essential Physical/Cognitive/Emotional and Supervisory Requirements:

• Ability to sit/stand for prolonged periods, 5 days a week full time.
• Ability to move teaching materials, books, or equipment (up to 25 lbs).
• Sufficient vision and hearing to monitor students and respond to classroom needs.
• Manual dexterity to operate classroom technology (ex. computers, projectors, whiteboards).
• Ability to move around the workspace (ex. classroom and school building.)
• Occasional bending, kneeling, or reaching for materials or assisting students.
• Stamina to maintain energy throughout long school days.
• Ability to consistently tolerate noisy environments.
• Ability to complete and assess assigned work for accuracy, neatness, and safety.

Cognitive Requirements:

• These refer to cognitive abilities and intellectual demands:
• Strong organizational and time-management skills.
• Capacity to assess the quality of work and take steps to improve performance (Ex. accuracy or safety).
• Critical thinking for problem-solving and decision-making in classroom or other work management.
• Flexibility to adapt lessons or work flow to achieve desired outcomes.
• Attention to detail for documentation, and communication.
• Ability to manage multiple priorities and tasks simultaneously.

Emotional Requirements:

• Emotional demands include the interpersonal and intrapersonal skills necessary for success:
• High degree of patience and empathy.
• Emotional resilience to handle challenges(ex. Changes in expectations, student behavior or conflicts, work flow etc).
• Strong interpersonal skills to build positive relationships with students, parents, and colleagues.
• Ability to remain calm and composed in high-pressure situations.
• Willingness to provide emotional support and encouragement
• Self-awareness and…