Reading Specialist

REQUIREMENTS:

o Bachelor’s Degree and PA certification in the area of Reading Specialist.

o Minimum of 5 years of classroom teaching experience, preferably in literacy instruction.

o Continuing education is necessary to maintain competence in the role. Ongoing learning may be achieved through participation in in-service programs, Pace staff development programs or approved university courses, conferences, workshops or meetings. Continuing education is most important in the following areas: research-based instructional and behavioral best practices, assessment and evaluation, special education regulation and standards, instructional technology, disability awareness, effective communication and team building skills.

o It is the responsibility of the employee to comply with the requirements of PA Act 48 (completion of 180 continuing professional education hours every 5 years) to maintain an active teaching certificate and completion of the required coursework to obtain his/her Instructional II certification (if applicable).

o Successful completion of all required background checks, physical (as required by the PA Department of Education), TB test, professional/personal reference checks and any applicable pre- employment requirements of the position.

Preferred:

o Experience working with children with emotional/behavioral disorders and/or Autism preferred.

o Special Education Certification

o Experience working in a leadership role within your organization

o Knowledge of the Science of Reading and structured literacy approaches.

o Experience using reading assessments and data to guide instruction.

OBJECTIVE:

1. To design and implement instruction in accordance with the Individualized Education Program (IEP) for each student on his/her caseload.

2. To provide team-teaching and literacy coaching experiences to the teaching staff.

ESSENTIAL FUNCTIONS:

Planning and Organization

1. Supports planning in instruction to address the reading/literacy goals and specially designed instruction on each IEP for the students on teachers direct caseload.

2. Uses the information gained through evaluation of student performance to modify and adapt instructional plans/practices.

3. Supports the implementation of special events, including the planning/facilitation of activities and dissemination of explanatory information, to ensure that all programming components are collaborating.

4. Maintain accurate records of student progress and instructional activities.

5. Participate in grade level team meetings, IEP meetings, and parent conferences as needed.

6. Ensure compliance with district and state literacy requirements.

Instruction

1. Implements instruction in reading/literacy according to the developmental level of the students and the PA academic standards.

2. Implements research-based instructional strategies to address the goals and specially designed instruction identified on each student’s IEP.

3. Designs and uses instructional practices that are developmentally appropriate and encourage active student engagement.

4. Models or serves as a team teacher to support the learning and implementation of new instructional strategies by classroom teachers.

5. Provide targeted small group or one-on-one reading instruction to students identified as needing additional support.

6. Develop and implement individualized reading plans.

7. Use data to monitor student progress and adjust instruction accordingly.

Assessment/Evaluation/Documentation

1. Completes an assessment battery on students who are identified by teachers or parents/guardians as possibly needing reading specialist services.

2. Reassesses all students on caseload in the spring to monitor progress and/or to support a decision to discharge.

3. Provides the school psychologist assessment and performance information as requested for the completion of re-evaluation reports.

4. Completes the IEP Progress Summary for each student on his/her direct caseload on a quarterly basis for distribution to families and school district representatives.

5. Participates in ongoing review and revision of the IEP for each student on his/her caseload within the time lines required, according to procedures detailed in the Pennsylvania Department of Education’s (PDE) Chapter 14 Regulations and the federal Individuals with Disabilities Act (IDEA).

6. Assists with the school-wide implementation of benchmarking and progress monitoring assessments as assigned.

7. Completes Critical Incident Reports and other required documentation comprehensively and within established timelines.

Consultation/Communication/Teamwork

1. Works collaboratively with classroom team members to increase their awareness of the student’s reading needs and how such need(s) impact upon the student’s ability to function within the classroom.

2. Serves as a reading coach/mentor to classroom teachers, as assigned, to review instructional strategies, assessments and/or curriculum choices.

3. Serves as a team-teacher/literacy coach for classroom teachers, as assigned.

4. Works collaboratively with classroom teams to design, implement, evaluate, and modify programming for students.

5. Communicates areas of concern and participates in problem-solving activities with colleagues across the program.

6. Actively participates as needed or requested in classroom team meetings, student case presentation meetings, crisis debriefing meetings, red flag meetings, and treatment review meetings for the students on his/her caseload.

7. Maintains appropriate communication with families concerning the progress of students.

8. Documents communication with families, school district representatives, and other agency personnel within the established procedures of Pace.

9. Maintains appropriate communication with the Principal and Supervisor regarding programmatic issues and needs and with outside agencies or resources, as needed.

10. Keeps others adequately informed and actively seeks information as needed.

Office Organization/Program Management

1. Implements the school wide positive behavior support plan with fidelity to provide a functional and orderly office environment for students.

2. Implements the behavior management system with fidelity.

3. Maintains facilities and the equipment and materials assigned and reports loss or damage to the administration.

4. Adheres to the daily schedule and master calendar as developed each school year.

5. Designs and implements behavioral support programming for students that reflects a systematic and positive approach, and is in accordance with the rules, regulations, and guidelines of PDE and the Pace policies and procedures.

6. Maintains certification in Physical Crisis Management and consistently applies knowledge of crisis intervention and behavioral management, such as verbal de-escalation techniques, non-confrontational limit setting, physical restraint management and utilizes the behavioral management program set forth by Pace procedures.

7. Utilizes physical restraint/management techniques and procedures, in accordance with the Pace policies and procedures, as a last resort intervention to keep a student safe from harming him/herself or others.

8. Performs and/or assists on an as needed basis, to the students’ physical needs, and personal hygiene needs (e.g., diapering, toileting, grooming, feeding, etc.), following safety standards. Additionally, follow proper procedures in handling and disposing of body fluids.

9. Supervises assigned students during therapy sessions, assemblies, and safety drills.

10. Participates on bus duty or cafeteria duty as assigned.

PROFESSIONAL RESPONSIBILITIES

1. In all forums, role models quality interactions/interventions that are consistent with and based on established program practices.

2. Maintains appropriate professional relationships and boundaries with students and their families.

3. Maintain and secure student files as per HIPPA regulations.

4. At the direction of the Supervisor, implements necessary program changes dictated by special education rules and regulations.

5. Maintains familiarity with “best practices” in education for the purpose of providing effective instruction and behavioral programming for students.

6. Maintains familiarity with Pace policies and procedures, and complies with established employment procedures (i.e., use of sick leave, dress code, use of personal cell phone, Internet and email acceptable user policies).

7. Reflects and self-evaluates effectiveness of teaching/coaching through a variety of methods (i.e., student performance on CBM, video-tape).

8. Meets with Supervisor for supervision on a regular basis, minimally once per month.

9. Participates in professional development goal setting and annual summative evaluation with supervisor according to established procedures and timelines.

10. Actively participates in continuing professional development activities. Reliable transportation will be required to attend off site trainings and meetings as necessary.

11. Interacts with others in a professional manner that demonstrates understanding of trauma informed care.

12. Actively participates on, and/or serves as chair of, a school-wide Action Team that impacts school-wide programming, as assigned or requested.

13. Performs other duties or responsibilities as may be assigned by supervisor.

SENSORY ABILITIES

· Visual acuity to read written material, computer screen, multimedia screen

· Auditory acuity to be able to use the telephone, interview students/families, conduct/participate in staff meetings, listen to questions

· Ability to speak clearly and distinctly

SPECIFIC SKILLS

· Must be proficient user of software applications that include word processing, e-mail, educational software and student information and IEP writing software

· Ability to operate office equipment

· Ability to use technology equipment accurately

· Must maintain confidentiality of information

· Ability to use multimedia equipment for group meetings, classroom presentations

OTHER

This position is considered a covered position under the Pennsylvania Department of Welfare, Medical Assistance Bulletin 99-11-05. In accordance with the bulletin, Pace is required to screen covered positions on a monthly basis to determine if they have been excluded from participation in Medicare, Medicaid or any other federal health care program.

The position specifications described here are representative of those that must be met by an employee to successfully perform the essential function of the job. Pace is committed to complying with the Americans with Disabilities Act, as amended (“ADAAA”) and providing equal opportunity employment for qualified persons with disabilities. Employees should consult with Human Resources if he/she believes any modification to the essential functions of the employee’s job is necessary.

STATUS Exempt

WORK SCHEDULE

· 190 days

· Occasional early mornings and evenings

· Available for emergencies and/or an as-needed extra hour(s) basis.

Pace is an Equal Opportunity Employment, Educational/Service Organization.