Primary Purpose:

Successfully support the district’s implementation of Literacy, Dyslexia and RTI programs.

Minimum Qualifications:

Education/Certification: 

Master’s degree from accredited university with a major in assigned subject or closely related field

Valid Texas Teacher certificate in a closely related field

Certified Texas Teacher Evaluation and Support System (T-TESS) appraiser (or obtain within 90 days of employment)

Candidate must have satisfactory outcome of fingerprinting background check. Non-refundable fee approximately $50.00 paid by employee.

Required Experience:

Three (3) years’ teaching experience

Knowledge/Skills:

Knowledge of RTI and Dyslexia services and programs

Knowledge of effective instructional strategies

Ability to maintain a rigorous schedule and gather, collect and classify data

Ability to maintain accurate records, disaggregating and analyzing date, developing and maintaining spread sheets, monitoring and updating databases

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)

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 coordinator promotes improvement of instruction through activities such as the following: 

• Work collaboratively with administrators and teachers for instructional improvement and program continuity
• Assist director in monitoring district compliance with RTI, Dyslexia and other literacy programs.
• Assist director in planning and implementing effective instructional staff development and curriculum implementation
• Assist with support of dyslexia teachers to implement the district's dyslexia program.
• Guide and coordinate campus implementation of RTI procedures and the Dyslexia Program.
• Participate in and serve as a resource for curriculum planning and provide demonstration lessons as needed. 

Organization Improvement

The coordinator promotes leadership in efforts to improve the school or organization through activities such as the following: 

• Help teachers and instructional staff develop research-based instructional practices that support the development of children’s language, early literacy, and background knowledge and concept development.
• Guide process for purchase of materials, including intervention materials.
• Assist Director in assessing the needs of the literacy/dyslexia program and work effectively to address those needs.
• Demonstrate high expectations for campus level administrative staff(s) and students in meeting educational goals for identified students. 

Organization Management

The coordinator manages administrative, fiscal, and facilities functions responsibly through activities such as the following: 

• Promote the use of researched-based interventions in classrooms.
• Implement and refine maintenance of records and management of reporting systems.
• Implement systems for communicating program goals and objectives
• Implement systems for ongoing coaching and support for teachers
• Coordinate district and campus student assessments involving literacy, and students with dyslexia.
• Ensure security and confidentiality of personal identifiable information. 

Communication and Community Relations

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

• Communicate effectively with staff, parents, and community by projecting a positive image that enhances the district's mission.
• Implement systems for clear and consistent communication of program information.
• Coordinate with RTI, Special Education and Biliteracy personnel to support research-based practices designated subject area across all classrooms. 

Professional Growth and Development

The coordinator provides leadership in professional growth and development through activities such as the following: 

• Keep informed regarding literacy best practices.
• Obtain and use findings (including student achievement data) to assist improvement of curriculum and instructional program effectiveness.
• Disseminate specific lesson ideas with related materials to be implemented across classrooms.
• Observe classroom instruction and provide feedback and assistance to classroom teachers to facilitate improvement and innovation.
• Demonstrate effective instructional practices with students in the classroom.
• Meet with teachers and administrators regularly to examine data, discuss instruction, and provide feedback related to in-class observations.
• Meet with identified teachers in the designated subject area to provide intensive training and support
• Keep informed about current trends and practices in curriculum, instructional methods and technology for RTI/Dyslexia and literacy.
• Assist literacy team in providing continuous staff development for all teachers and administrators.

Qualities of an Effective Coordinator

The coordinator exhibits the following qualities:   

• Daily attendance and punctuality at work.
• Comply with district and campus policies and procedures, as well as state and federal laws and regulations.
• 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, or standards.
• Demonstrate a high level of personal integrity, a collaborative leadership style, and high ethical standards.
• Keep informed of and comply with Federal/State/District and campus policies.
• Compile, maintain and file all reports, records, and other required documents.
• Maintain confidentiality.
• Perform other duties as assigned by Curriculum & Instruction supervisors. 

Supervisory Responsibilities

Support and provide feedback to principals, conduct screening interviews, and provide input on coach evaluations.

Equipment

Computer, computer software programs and peripherals, printer, scanner, calculator, copier, fax, and other equipment applicable to the position.

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

• Work irregular and extended work hours to include holidays and weekends.
• May report to various campuses within the district for a full work day.
• Work with frequent interruptions and maintain emotional control under stress.
• Continual standing, walking, lifting, carrying, stooping, bending, and kneeling.
• Limited exposure to hot and cold temperatures.
• Frequent exposure to temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination vibration. Occasional exposure to biological hazards (communicable diseases, bacteria, insects, mold, fungi), 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.