Certified: Literacy Teacher Title I

Waterbury Public Schools

JOB CLASSIFICATION DESCRIPTION

JOB CLASSIFICATION TITLE:

Literacy Title I Teacher

DEPARTMENT:

Academics

INCUMBENT NAME:

BARGAINING UNIT CLASSIFICATION:

Waterbury Teachers’ Association CEA-NEA

REPORTS TO:

Building Principal or other administrator as assigned

FLSA DESIGNATION:

Exempt

PART I - SUMMARY OF CLASSIFICATION

This class is accountable for implementing a quality reading program that is research based with a focus on differentiating for the three levels of RtI; providing instruction that supports, supplements, and extends excellent classroom teaching; analyzing school literacy data and planning for future literacy needs; and instructing students individually or in groups to enable students to develop literacy skills.

PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES

A. EDUCATION AND EXPERIENCE:

General Experience:

1. Possession of a Bachelor’s degree from an accredited university or college.

Special Requirement:

1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.

B. CREDENTIALS:

C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:

1. Required: Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment English, 7-12 (015).
2. Preferred: Endorsement as a Reading and Language Arts Consultant (097) or Reading Specialist/Remedial Reading and Remedial Language Arts, 1-12 (102).
3. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.

D. CONTINUING EDUCATION REQUIREMENTS:

1. Teachers in this job class must complete all State CEU requirements for re-certification.

E. KNOWLEDGE, SKILLS AND ABILITIES:

• Considerable knowledge of current best practices, laws, including due process and Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students;

• Considerable knowledge of reading and reading instruction;
• Knowledge of a model of reading diagnosis that includes students’ proficiency with print conventions, word recognition and analysis, vocabulary, fluency, comprehension, self-monitoring, and motivation;
• Knowledge of a variety of individualized and group instructional interventions or programs for students with reading problems;
• Knowledge of a wide range of quality literature for students;
• Knowledge of a wide variety of informal and formal assessments of reading, writing, spelling, and oral language;
• Knowledge of and adherence to ethical standards of professional conduct in reading education;
• Knowledge of and respect for values cultural, linguistic, and ethnic diversity and knows how such differences can influence learning to read;
• Knowledge of child development;
• Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge of exemplary programs and practices in reading education;
• Knowledge of funding sources and strategies for seeking support for reading programs;
• Knowledge of guidelines for the evaluation of curriculum material and instructional technology;
• Knowledge of learning theory; students’ learning styles and needs, both academic and affective;
• Knowledge of major research findings on reading instruction;
• Knowledge of models of and procedures for providing reading diagnosis and educational services to students with reading problems;
• Knowledge of models of staff development;
• Knowledge of models of reading disabilities used in special education;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Knowledge of processes for consensus-building and conflict resolution;
• Knowledge of resources and strategies for facilitating communication among school, home, and community;
• Knowledge of resources for supporting effective reading programs;
• Knowledge of State and national educational standards that are relevant to reading education;
• Knowledge of the construction and psychometric properties of classroom reading tests, including the State assessment;
• Knowledge of the differences between reading skills and strategies and the role each plays in reading development;
• Knowledge of the role that reading research should play in guiding pedagogical decisions;
• Knowledge of the scope and sequences for reading instruction at all developmental levels, pre-K through grade 12;
• Knowledge of the history of reading instruction and its relevance to current theory and practice;
• Knowledge of the types of questions that can be answered by different types of research studies;
• Knowledge of the uses and limitations of informal and formal assessments;
• Knowledge of the value of community support for school reading programs;
• Knowledge of theoretical models and philosophies of reading education and their relevance to instruction;
• Knowledge of trends, controversies, and issues in reading education;
• Skill in accommodations and adaptations for visual impairments, including reading and writing Braille, using low-vision devices, and utilizing assistive technology for vision impairments is required for some positions;
• Skill in classroom and behavior management;
• Skill in interpersonal relations, especially regarding working as a member of a team;
• Skill in organization, and in verbal and written communications;
• Skill in the five real-life transition areas is required for some positions;
• Skill in transitional service planning and remedial instruction;
• Skill in utilizing computer technology for educational purposes, including word processing;
• Skill in working with students having a wide range of disabilities;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
• Ability to be flexible regarding meeting the changing needs of students, as well as the varying modifications to District and State mandates;
• Ability to communicate and work with the public and other professionals;
• Ability to create a structured and efficient working environment for students;
• Ability to develop and update curriculum, lesson plans and associated materials necessary to meet the unique needs of the special education students;
• Ability to develop relevant assessment tools, and integrate the results of the assessments into instructional units;
• Ability to diagnose reading disabilities and teach and support the education of students with reading disabilities;
• Ability to interpret and use reading research;
• Ability to provide leadership in curriculum design and implementation;
• Ability to provide leadership in staff development;
• Ability to secure and manage instructional resources;
• Ability to teach a variety of students, with varying disabilities, in a variety of classes;
• Ability to work with students and staff in stressful situations;
• Ability to work with individuals from diverse backgrounds.

PART III - POSITION SUPERVISES:

1. May provide work direction to paraprofessionals and clerical staff.

PART IV - ESSENTIAL FUNCTIONS

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.

• Adjusts reading instruction to meet the learning needs of diverse learners (e.g., gifted students, students with limited English proficiency) as well as those who speak non-standard dialects;
• Advocates for public support of reading education;
• Assists with the development of individualized intervention plans, writing and implementing conditional procedures, and modeling specific strategies for other instructional staff;
• Attends various meetings, such as staff, building, parent, team and case management;
• Collaborates with allied professionals in assessing, planning, adapting, and delivering reading instruction;
• Collects, analyzes, and interprets state and local test data to describe achievement trends for districts, schools, and special populations;
• Communicates and provides consultation with team members, parents and guardians, and other outside agencies, regarding students, their interventions, medications, and programmatic needs;
• Designs and conducts small-scale, instructional research studies in regular classrooms and special instructional settings;
• Designs, implements, and evaluates appropriate reading programs for small groups and individuals;
• Determines strengths and needs of individual students in the areas of reading, writing, and spelling;
• Develops data collection and data management systems, entering data into proprietary and other computer databases, analyzing data, identifying student needs, and recommending quarterly classes based upon individual student needs;
• Develops or utilizes assessment tools and progress reports, including the Illinois Interactive report cards;
• Develops partnerships with community members, agencies, and universities;
• Develops, adapts and implements curriculum and lesson plans and aligns curriculum with academic standards;
• Ensures compliance with ADA, IDEA and State mandates regarding student and parent due process;
• Facilitates home-school connections and parental participation in school reading programs;
• Helps faculty and administrators to articulate a philosophy of reading instruction;
• Locates, evaluates, and uses literature for readers of all abilities and ages;
• Maintains accurate records of student disciplinary files, parent contacts concerning student behavior, and other programs;
• Maintains security and confidentially of files, records, and other items relating to students and staff;
• Meets all the requirements set forth in the Connecticut General Statutes;
• Organizes and coordinates efficient access to instructional materials school-wide;
• Participates actively in local, state, or national professional organizations in reading education;
• Participates in and facilitates reading curriculum design, revision, and implementation efforts;
• Participates in the development and implementation of school improvement plans;
• Promotes and facilitates teacher research and classroom research;
• Provides reading instruction with students in varied settings, including one-to-one, small group, and classroom;
• Reads and interprets research findings and applies them to decisions about assessment, curriculum, instruction, selection of materials, and programs;
• Reflects on own teaching practices and conducts self-evaluation;
• Screens classes to identify students in need of more thorough reading diagnosis;
• Searches and accesses research literature in a systematic way;
• Secures instructional materials;
• Serves as a resource on reading to administrators and other policymakers;
• Stays current with developments in reading education and literature for children and adolescents by reading professional journals and other publications and by attending professional conferences;
• Uses multiple indicators of professional growth as the basis for planning and evaluating staff development;
• Uses technology to support reading and writing instruction;
• Uses various tools to estimate the readability of texts;
• Performs related duties as required.

The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.

Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.

Prepared on: July 25, 2019