JOB SUMMARY

Under the direction of the school principal, plan and provide for appropriate learning experiences for students. Provide an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals to ensure success for every student. Supervise students in a variety of school related settings. Plan instruction, monitor and evaluate student outcomes. Communicate and interact with students, parents, staff, and community.

 

ESSENTIAL JOB FUNCTIONS:

The minimum performance expectations include, but are not limited to, the following functions/tasks:

• Demonstrate, model for, and coach teachers on evidence-based literacy instruction rooted in the Science of Reading and effective classroom management strategies;
• Develop and oversee the implementation and monitoring of student progress on individual student reading plans that were developed in collaboration with the classroom teacher for any student who does not meet grade level benchmarks;
• Serve as a resource for teachers by suggesting strategies and resources aligned with the Science of Reading to close instructional gaps for students who are at risk of not meeting grade level expectations;
• Collect, analyze and interpret student performance data (in reading fluency, read comprehension, and writing);
• Provide and coordinate on-going consultation and professional development for administrators and teachers on evidenced based literacy instruction;
• Assist overseeing fidelity to the division’s Multi-Tiered System of Supports (MTSS) including instruction, intervention and assessment;
• Work with the Office of Special Education and division English as a Second Language (ESL) staff in the planning and coordination of reading instruction for English Learners (ELs) and Students with Disabilities;
• Assist with ordering approved reading materials aligned to CCPS’ MTSS plan and the Virginia Literacy Act;
• Serve as liaison between the school and the division on the implementation of The Virginia Literacy Act, our division’s literacy plan, and CCPS’ MTSS plan;
• Provide input into the division Multi-Tiered System of Supports (MTSS) plan;
• Plan for and provide instruction and/or interventions to students who require remedial reading services;
• Establish and maintain relationships with colleagues, students, parents, and community which reflect recognition of and respect for every individual;
• Strive to maintain and improve professional competence;
• Attend all staff meetings and serve on staff committees as required; and
• Performs other assigned duties.

MINIMUM REQUIREMENTS TO PERFORM WORK:

• Master’s Degree in Reading or Supervision and Instruction or Curriculum and Instruction;
• Possess or qualify for a professional license and appropriate endorsement as presented by the Virginia Department of Education;
• Preferred LETRS trained and certified;
• Demonstrated successful 3 years’ teaching experience
• Be recommended by the Division Superintendent and approved by the School Board.

KNOWLEDGE, SKILLS, AND ABILITIES:

• Knowledge of school curriculum and framework, policies and effective instructional practices.
• Knowledge of the teaching and learning process.
• Ability to provide instruction that reflects multiple perspectives and multicultural education.
• Ability to infuse technology into curriculum.
• Ability to respect confidential information and the individual’s right to privacy.
• Ability to communicate openly and effectively with students, colleagues, administration, parents, central office, and community patrons.
• Ability to model professional, moral, and ethical standards as well as personal integrity in all interactions within the school and within the community.
• Evidence of comprehensive knowledge in the Science of Reading and a record of successful teaching in Tiers II and III
• Excellent oral and written communication and human relations skills.

 

SPECIAL REQUIREMENTS:

None

 

PHYSICAL DEMANDS:

Work is typically performed in the central office and throughout the division. Frequent walking, standing, stooping, lifting, up to approximately 40 pounds, and occasional lifting of equipment weighing up to approximately 50 pounds may be required. Other limited physical activities are required. Travel to schools throughout the division and central office is required. Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities.

 

WORK ENVIRONMENT:

Work environment exposes the employee to the worker is subject to inside and outside environmental conditions. Regular contact with staff members, administrators, and parents is required. Contact with parents by phone and in person is necessary. Timely and regular attendance is an expectation of performance for all CCPS employees. To ensure adequate staffing, positive employee morale, and to meet expected productivity standards throughout the organization, employees will be held accountable for adhering to their workplace schedule. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks.

 

EVALUATION:

The supervisor will evaluate performance on the ability and effectiveness in carrying out the above responsibilities.