Elementary Spanish Teacher- Systemwide- Heritage

2 weeks ago

Madison, United States Alabama State Department of Education Full time

**Jo**b Goals**: Impact student learning by improving teacher reading and literacy content knowledge, skills, and professional practice so that all students attain proficiency by Grade 3 in reading/literacy.

**Qualifications**:

- Minimum of a B.S. Degree in the area of instructional responsibility required
- Minimum of three years' successful experience as a reading coach/specialist, reading interventionist, and/or as a highly successful elementary classroom teacher
- Alabama State Department of Education Teaching Certification in the area of instructional responsibility required

**FLSA Status**: Exempt

**Reports to**: Principal or Appropriate Supervisor

**Background Check Required**: (Ala. Code -- 16-22A-5 ) Upon offer of employment, employees will be required to submit legible fingerprints for a background review by the Alabama Bureau of Investigation and the Federal Bureau of Investigation. Background checks must not be more than 10 years old.

**Required Knowledge, Skills and Abilities**:

- Demonstrate success as a classroom teacher
- Demonstrate depth of knowledge, skill, and experience in the critical areas of beginning/foundational reading (Phonological and Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension, Reading/Writing Connection)
- Knowledge of content, curriculum, methods, materials, best practices and instructional technology
- Knowledge of student academic growth and development applicable to the students' grade level
- Knowledge of school's program of studies related to mission, goals, and organization
- Strong leadership skills and capabilities of leading adult learners to produce student results and growth
- Ability to analyze and interpret data
- Ability to create and facilitate professional development
- Ability to organize, plan, and take initiative to work independently and with teachers while exhibiting a high level of commitment to their responsibilities
- Display exceptional abilities to work with both adults and students
- Exhibit oral and written strength and skills in communication and professionalism
- Knowledge and understanding of the school system rules, administrative procedures, local board policy, and state and federal rules and regulations
- Demonstrate characteristics of an on-going learner
- Possess the physical and emotional ability to fulfill the expected employment

**Essential Functions**:

- Coaching teachers in K-3 classrooms each day to improve professional practice during reading and literacy instruction (English language arts/reading block). This will include working side-by-side with teachers to successfully improve instruction, implement lessons, and accelerate intervention so that all students are reading on or above grade level by third grade; making a year's growth in reading achievement; and/or are making a year's growth plus catch-up growth.
- Providing daily targeted intervention to at least one group of struggling readers.
- Working with the LEA ARI key contact, LEA lead reading specialist, school administrator(s), teachers, community stakeholders, and ALSDE-ARI personnel to successfully implement reading/literacy plans according to the ARI Professional Learning Support Plan for Districts and Schools and the 2016 Revised Alabama Course of Study: English Language Arts
- Working with the LEA ARI key contact and the LEA lead reading specialist to turn around reading and literacy content knowledge and skills training necessary to effectively impact the instructional practice of teachers in kindergarten through third grade students according to the district's ARI Professional Learning Support Plan for the school.
- Assisting the administrator(s) and teachers in utilizing assessment tools (universal screeners, diagnostic, formative, and summative) and reports to support all students and improve results for student groups that have historically struggled to meet proficiency standards - in particular, students from economically disadvantaged backgrounds, English language learners, students showing characteristics of dyslexia, and/or are receiving special education services.
- Collaborating with administrators and kindergarten through third grade teachers to analyze and to act upon data that will inform instructional decisions, professional practices, and individual teacher professional learning to change student performance trajectories.
- Working with administrators and teachers to facilitate lesson studies, lead professional learning communities, and identify targeted professional learning needs according to the District's ARI Professional Learning Support Plan for the school.
- Adhere consistently to an LEA/ARI-approved schedule that includes time in preplanned, daily coaching cycles with teachers, professional learning communities, and daily intervention instruction with at least one group of struggling readers so that reading goals are achieved.
- Demonstrate increasing expertise in evidence-based reading instruction appropriate to Gra

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