Reading Intervention Specialist

6 days ago

Columbia, South Carolina, United States Columbia Public Schools Full time
Job Summary

This position is responsible for providing reading and writing intervention to students in a Title I setting. The ideal candidate will have experience teaching reading in a small group setting and be able to work collaboratively with classroom teachers.

Essential Responsibilities
  • Meet and instruct assigned classes in a small group setting, providing reading and writing intervention to students.
  • Complete and submit forms and required reports in a timely manner.
  • Communicate regularly with parents regarding student progress and other educational concerns.
  • Participate as a member of an IEP team and other student assistance teams as requested.
  • Plan and implement a program of study that meets the individual needs, interests, and abilities of all students using data-driven decision-making.
  • Create a classroom environment that is conducive to learning and appropriate to the maturity and interest of all students.
  • Prepare for assigned classes and show written evidence of preparation upon request of the immediate supervisor.
  • Encourage students to set and maintain standards of classroom behavior.
  • Guide the learning process toward the achievement of curriculum goals and establish clear objectives for all lessons and units.
  • Employ a variety of instructional techniques and instructional media consistent with the physical limitations of the location provided and the needs and capabilities of individuals or student groups involved.
  • Collaborate with administrators, colleagues, and parents in a positive and productive manner.
  • Strive to implement the District's philosophy of education and instructional goals and objectives.
  • Assess the accomplishments of students on a regular basis and provide progress reports as required.
  • Evaluate the learning problems of students on a regular basis, seeking assistance of District specialists as needed and/or required.
  • Take necessary and reasonable precautions to protect students, equipment, materials, and facilities.
  • Maintain accurate and complete records as required by law, District policy, and Administrative regulation.
  • Assist the administration in implementing all policies and/or rules governing student life and conduct and develop reasonable rules of classroom behavior and procedure while maintaining order in the classroom in a fair and appropriate manner.
  • Make provisions for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
  • Plan and supervise purposeful assignments for teacher aide(s) and/or volunteer(s) where applicable.
  • Strive to maintain and improve professional competence.
  • Attend staff meetings and serve on staff committees as needed.
Qualifications

The ideal candidate will have a Missouri teacher certificate in elementary (1-6) or Early Childhood (B-3) and special reading certification or the ability to obtain a provisional certificate in special reading while working to full certification. Successful teaching experience in primary grades is preferred.

The ideal candidate will have a professional and friendly demeanor with a demonstrated ability to work well with a variety of individuals in a fast-paced environment.

ADA Requirements

The individual who holds this position must be able to read, analyze, and interpret professional journals, Board policy, administrative procedures, and forms and governmental regulations and guidance. They must also be able to read, analyze, and implement curriculum and assessment data to plan instruction, complete forms, write reports, and engage in written correspondence with parents.

The individual must be able to present information effectively and respond to questions, write clear and complete lesson plans, and work with mathematical concepts, such as probability and statistical inference, and analyze data for instruction.

The individual must also be able to solve a variety of problems in many different situations, interpret instructions presented in written, oral, diagram, or schedule form, and apply knowledge of current educational theory and instructional techniques while presenting subject matter to students.

The individual must demonstrate executive functions such as planning, organizing, remembering, and regulating information and behavior as they pertain to student performance and achievement.

The individual must be able to identify needs and abilities of individual students and adapt instructional methods accordingly, establish and maintain effective relationships with students, peers, and parents, and perform multiple tasks simultaneously.

The individual must also be able to integrate technology into daily instruction, present information to students using a variety of media, access and present information from online sources in a manner that enhances instruction, and lead and monitor students as they perform online research.

The individual must be able to instruct in buildings/classes where students are actively using 1-to-1 technology such as laptop computers, iPads, and other devices, lead students in creating and presenting multi-media projects when such assignments enhance student learning, and use district software for recording grades and finding student information.

The individual must also be able to readily utilize smart boards, projectors, and other instructional technology provided by the district and adhere to all District policies and procedures regarding technology use.

The individual must be able to speak and hear in an environment where numerous conversations and activities may be taking place simultaneously, move around the classroom to interact with and manage students/groups of students, and read handwritten or printed material.

The individual must also be able to attend to their duties consistently and regularly, work in a school environment that is noisy and active, and occasionally work outdoors for short periods of time to perform tasks such as loading and unloading students from district transportation.

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