Move On When Reading Specialist (MOWR) K-3

JobID: 1084 Position Type: Certified Teaching / Instruction/Specialist Date Posted: 1/11/2024 Location: Tomahawk Elementary School Date Available: Immediately MOVE ON WHEN READING SPECIALIST (MOWR) Grades K-3 FOUR DAY WEEK! JOB GOAL: To build K-3 teacher capacity and student success in English Language Arts through coaching First Best Instruction (FBI) and by providing student intervention through our District Multi- Tiered System of Supports (MTSS) QUALIFICATIONS: Valid Arizona Teaching Certificate A minimum of 3 years of teaching experience with excellent evaluations Must hold a Reading Endorsement Holds a Dyslexia Training Designee Certification or is willing to obtain this within one year of hire date Demonstrates knowledge of the Move On When Reading Legislation or willingness to learn Demonstrates knowledge of Multi-Tiered System of Supports (MTSS) Demonstrates knowledge of 21st century technology or willingness to learn Demonstrates proficiency in teaching early literacy evidenced by principal’s evaluations and student achievement Demonstrates knowledge of AZCCRS and instructional materials for English Language Arts Demonstrates knowledge of and works effectively in a professional learning community Demonstrates knowledge of curriculum, instruction and assessment as they relate to each other and influence student achievement Demonstrates ability in working with diverse populations (ELL, gifted, Special Education) Works collaboratively with district and school site Holds high expectations for her/himself and colleagues, as well as students Continues professional development in the area of research-based exemplary practices in curriculum, instruction and assessment Evidence of strong interpersonal skills Understands and applies knowledge of adult learning theory Demonstrates ability to communicate in oral and written form Demonstrates knowledge and understanding of updated best practices in language arts including scientifically based reading research (SBRR) and scientifically based reading instruction (SBRI) related to K-3 students Understands the purpose and specifics of core reading programs, supplemental and intervention programs and serves as a guide to the K-3 staff to effectively use these programs Ability to navigate AIMSWeb Plus, ATT assessment software Such alternatives to the above qualifications as the Governing Board may find appropriate and acceptable PERFORMANCE RESPONSIBILITIES: Responsibilities shall include, but not be limited to, the following: Supports site and district administration with the site professional development plan through facilitation and / or participation in grade level meetings, site professional development and staff meetings.
Participates and takes initiative as an essential contributing member of the K-3 Literacy Team.
Provides Tier II and Tier III reading interventions.
Supports K-3 Literacy Team at site.
Provides ongoing updates to school principal and Educational Services on status of all K-3 students (i.
e.
, deficiency letters, individual learning plan and progress monitoring data).
Facilitates, prepares, posts and updates K-3 data walls based on school and district expectations.
Ensures that Move On When Reading Deficiency letters are distributed in a timely manner.
Meets and collaborates with administration and MOWR district specialist regarding the progress of the K-3 Literacy Team and reading instruction.
Participates in professional development at the district and school site.
Attends leadership meetings with Educational Services and school administrator.
Collaborates with Educational Services to design and implement strategic interventions for the site including monitoring and overseeing intervention lab.
Analyzes and organizes individual assessment results and state assessment results to determine areas of weakness and shares strategies to address weaknesses through prescriptive intervention.
Collaborates with special education SEI and general education teachers to implement a multi-tiered system of support.
Provides specialized instructional strategies and a plan for staff members on appropriate intervention (Tier I, II and III) in reading instruction for students.
Prepares appropriate lesson plans for reading intervention for students and provides support for teachers on progress monitoring and all reading assessments.
Selects and uses district intervention programs, appropriate for students with fidelity.
Models First Best Instruction K-3 for classroom teachers (Tier I).
Facilitates teacher collaboration on components such as progress monitoring, instructional intervention, data analysis and reporting results on a timely on-going basis.
Continues professional growth through participation in educational meetings and defined professional growth opportunities, reading professional literature, and exchanging ideas with colleagues.
Understands and interprets assessment data, both formal and informal, to inform instructional decisions.
Collaborates with each K-3 teacher (mainstream, ELL, Special Education, Gifted) and provides in-class support through modeling, team teaching and/or observing Collaborates with all interventionists and school staff to improve student achievement.
Observes and monitors reading instruction and provides teachers with essential feedback.
TERMS OF EMPLOYMENT: REPORTS TO: Director of Educational Services and Site Administrator LOCATION: Tomahawk SUPERVISES: N/A CALENDAR: Teacher Work Calendar JOB CATEGORY: Certified BENEFITS: As approved by the Governing Board MINIMUM SALARY: As approved by the Governing Board DEADLINE FOR APPLICATION: Until Filled