Primary Purpose:

Assist campus principal and district in improvement of reading achievement through structured intervention teaching, direct dyslexia instruction, assisting with the campus RTI/MTSS processes, and traveling between campuses to provide instruction and support these initiatives.

Minimum Qualifications:

Education/Certification

Valid Texas teaching certificate with required endorsement for subject and level assigned or approved alternative certification program

Candidate must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50) paid by employee.

Required Experience:

Minimum three (3) years’ classroom teaching experience

Experience teaching or tutoring small groups of students

Trained in English and Spanish dyslexia intervention programs 

CALP certification preferred

Knowledge/Skills:

Knowledge of the Science of Teaching Reading, Structured Literacy, and the writing process

Ability to provide dyslexia instruction in English and Spanish

Knowledge of district English dyslexia program (Reading by Design preferred) 

Knowledge of district Spanish dyslexia program (Esperanza preferred)

Knowledge of intervention tools and programs; depth of understanding in the three-tiered model

General knowledge of curriculum and instruction

Good record keeping, ability to analysis of data, ability to meet deadlines

Understand diagnostics and provide prescriptive intervention

Ability to research and develop teaching units

Ability to provide responsive teaching to instruct students and manage their behavior

Strong organizational, communication, and interpersonal skills

Major Responsibilities and Duties:

(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.)

• Willingness to participate in schooling and/or training outside of and in addition to the school day in order to increase capacity and knowledge in intervention.

Professionalism

The Educators' Code of Ethics is set forth in Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community.

• Rule §247.1 Purpose and Scope; Definitions
• Rule §247.2 Code of Ethics and Standard Practices for Texas Educators

Instructional Management

The teacher promotes improvement of instruction through activities such as the following:

• Serve full-time case load of students as deemed appropriate based on campus assessment data
• Progress monitor weekly and/or biweekly in order to make data driven decisions
• Creates goals for students and progress monitors 
• Participate and/or lead data meetings to discuss student progress, including longitudinal data review
• Keep track of resources
• Attend campus 504/ARD/and SST meetings as needed 
• Develops and implements lesson plans that fulfill the requirements of the District’s Intervention program and show written evidence of preparation as required.
• Prepares lessons that reflect accommodations for differences in student learning styles.
• Presents subject matter according to guidelines established by federal regulations, Texas Education Agency, board policies, and administrative regulations.
• Plans and uses appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the diverse needs of students assigned.
• Works cooperatively with other teachers to modify curricula as needed for students with special needs (i.e., Special Education, Section 504, and Bilingual).
• Works with other members of staff to determine instructional goals, objectives, and methods according to District requirements.
• Participates in SST/ARD/504 meetings as needed. 
• Assists campuses with RTI and SST meetings. 
• Conducts assessment of student learning styles and use results to plan instructional activities.
• Uses technology to strengthen the teaching/learning process

Student Growth and Development

The teacher fosters student growth and development through activities such as the following:

• Conducts ongoing assessments to evaluate students for interventions.
• Help students analyze and improve study methods and habits.
• Conduct ongoing assessment of student achievement through formal and informal testing.
• Assume responsibility for extracurricular activities as assigned.
• Sponsor outside activities approved by the campus principal.

Classroom Management and Organization Improvement

The teacher works to improve the classroom, school or organization through activities such as the following:

• Serves as the campus interventionist designee responsible for managing the intervention student caseload.
• Attends District Interventionist meetings.
• Create classroom environment conducive to learning appropriate for the physical, social, and emotional development of students.
• Manage students’ behavior in accordance with Student Code of Conduct and student handbook.
• Take all necessary and reasonable precautions to protect students, equipment, materials and facilities.
• Assist in selection of books, equipment, and other instructional materials.

Communication and Community Relations

The teacher promotes a positive tone for school or community relations through activities such as the following:

• Establish and maintain open communications with parents, students, principals, teachers, and support staff by conducting conferences.
• Maintain a professional relationship with colleagues, students, parents, and community members.
• Use effective communication skills to present information accurately and clearly.
• Be a positive role model for students; support the mission of the district.

Professional Growth and Development

The teacher participates in professional growth and development through activities such as the following:

• Provides timely staff training/updates in best reading practices and intervention information.
• Participates in training in identification and instruction of students receiving interventions
• Participates in national and state level organizations to stay abreast of latest research and best practices.
• Reads, synthesizes, and disseminates research and information related to best practices from books, journals, Listservs, websites, and other media formats.
• Attends meetings and participate in staff development activities to improve job-related skills.

Qualities of Effective Teachers

The teacher exhibits qualities such as the following:

• Daily attendance and punctuality at work are essential functions of the job.
• Keep informed of and comply with state, district, and school regulations and policies for classroom teachers.
• Compile, maintain, and file reports, records, and other documents required.
• Attend and participate in faculty meetings and serve on staff committees as required.
• Correct unsafe conditions in work area that could cause an accident and inform supervisor of any conditions that are not correctable immediately.
• Shall comply with district policies, as well as state and federal laws and regulations.
• Shall comply with the standards of conduct set out in Board Policy DH (Legal) and (Local) and with any other policies, regulations, and guidelines that impose duties, requirements, and standards.
• Maintain confidentiality.

Supervisory Responsibilities:

Supervise assigned teacher aide(s), volunteer(s), and student teachers as assigned.

Equipment:

Computer, computer software programs and peripherals, teacher resource materials and equipment, printer, copier, fax and other equipment applicable to the position.

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors

• Maintain emotional control under stress.
• Work with frequent interruptions.
• Work irregular hour and extended work hours to include holidays and weekends.
• Frequent walking, standing, stooping, bending, pulling and pushing, lifting, and carrying (may lift and move textbooks and classroom equipment).
• May be required under specific circumstances to provide physical restraint of students in danger of causing harm to themselves or others.
• Occasional district wide and statewide travel.
• Use computer for prolonged period resulting in repetitive hand motion.
• Frequent exposure to: temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination vibration.
• Occasional exposure to: biological hazards (communicable diseases, bacteria, etc.), work outside, work around moving objects or vehicles, work on uneven surfaces.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.