Job Title: Reading Specialist 200 Days

Location: Charlottesville High School

 

Primary Functions:

Primarily responsible for planning, teaching, and evaluating instruction for students who have difficulty with reading or writing at all levels.  Work collaboratively with classroom teachers, coach, and school administration (eg. provide materials and expertise, co teach and co plan, and assess the needs of students). 

• 5 Additional Contract Days in June:  collaborate with the Division Literacy Coordinator and CHS English Department to refine curriculum and assessments according to evidence and science-based reading/literacy instruction, and align to the rigor of the VASOLs. 
• 5 Additional Contract days in August: collaborate with CHS English teachers and Division Literacy Coordinator to plan and help facilitate synchronous and asynchronous professional learning modules for new and returning teachers.  

 

Qualifications

1. Master’s Degree in Reading or the equivalent. Virginia License as a Reading Specialist required for elementary (K-6), preferred for secondary (7-12).
2. Applicant must have three or more years of experience as a PK-6 classroom teacher, or secondary English teacher with sufficient time spent in the teaching of reading. 
3. Applicant must have an acceptable rating on such teaching. 

 

Reports To: Principal

Division Coordinator of Literacy may also contribute, as needed, to the performance evaluation of the Reading Specialist as they relate to curriculum, ELA programs, and content expertise. 

 

Performance Responsibilities:

• Implement effective evidence and science-based tiered literacy screening, instruction and progress monitoring in alignment with the Virginia Tiered System of Support (VTSS) process.  Tiered interventions must occur outside of Tier 1 instructional time and may not supplant or replace Tier 1 content or instruction.  
• Document intervention and progress monitoring using required technology tools and timelines
• Attend PLCs and meet regularly with classroom teachers to collectively evaluate progress monitoring and intervention efficacy and support classroom teachers’ implementation of Tier 2 interventions.
• Participate with school-based Tiered System of Supports meetings to problem-solve and create plans for individual students (Screening Team, Advanced Tiers Team)
• Communicate intervention goals and progress with families
• Coordinate with classroom teachers, ESL teachers, Special Education teachers, instructional coaches, and admin in interpreting data and designing approaches to improve student achievement and instruction. 
• Collaborate with classroom teachers and instructional coaches as appropriate through modeling, co-planning, co-teaching, and content coaching. 
• Participate in Professional Learning Communities (PLC’s) to build capacity for teachers’ use of evidence- and science-based reading and literacy instruction.  
• Collaborate with school leaders and other instructional staff to host family reading and literacy events and opportunities at school. 
• Attend monthly meetings Reading Leadership Team meetings for state literacy and English updates, curriculum updates and reviews, data review, program information, professional learning, and leadership and staff development for the Charlottesville City Schools Literacy and ELA curriculum and vision statement.
• Maintain knowledge of current research in the area of literacy and best practices in the field (including but not limited to dyslexia, the evidence and science-based reading and literacy instruction, VA Curriculum Framework, and the intersection of high quality literacy and ELA instruction with culturally responsive instructional practices)

 

This list of essential functions is expected of all reading specialists.  Depending on the actual assignment, some functions will be added or altered to accommodate the specific academic needs of the school and documentation requirements.

 

Skills, Knowledge, and Abilities: 

Perform single, technical tasks with a need to continually upgrade skills in order to meet changing job conditions; apply pertinent policies, regulations and/or laws; planning and managing activities; preparing and maintain accurate records; and operating standard office equipment including pertinent software applications; knowledge of literacy components and development of literacy at all grade levels; knowledge of basic math, including calculations using fractions, percent’s, and/or ratios; read technical information; compose a variety of documents and/or facilitate group discussions; analyze situations to define issues and draw conclusions; specific knowledge to satisfactorily apply appropriate codes, policies, regulations and/or laws, age appropriate activities, lesson plan requirements, community resources and stages of child development; knowledge of Virginia Tiered-System of Supports; ability to schedule activities, meetings, and/or events, gather, collate and/or classify data; use job-related equipment; flexibility to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; operate equipment using standardized methods; ability to work with a diversity of individuals and/or groups; independent interpretation of guidelines; problem solving with equipment; ability to establish and maintain constructive relationships; adapting to changing work priorities; maintaining confidentiality, exhibiting tact and patience; working flexible hours.

 

Physical Conditions and Nature of Work:

The usual and customary methods of performing the teaching position require the following physical demands:  significant lifting, carrying, pushing, and/or pulling; frequent stooping, kneeling, crouching, and/or crawling; and the significant fine finger dexterity.  Generally, the job requires 24% sitting, 33% walking, and 43% standing.  The job is performed under minimal temperature variations and some hazardous conditions.

 

Contract Length:

200 days