ELA Specialist Teacher - #19544390

Hamilton School District #3


Date: Apr 8, 2021
City: Hamilton, MT
Contract type: Full time
Hamilton School District #3

ELA Specialist Teacher – Daly Elementary is looking for an engaging ELA Specialists. Relationship building and making data driven decisions are a must. Preferred K-8 certification with endorsement in ELA. Please apply @ hsd3.org (Open Until Filled)


Position Title: HSD Elementary Reading Specialist


Reports to: Building Administration


Salary: Teacher Pay Scale


Job Summary


The reading specialist identifies and works with students at-risk in the area of ELA. The reading specialist works closely with the regular education teachers, administration team, and parents to create and implement an intervention plan for


those at-risk students.


The reading specialist has the necessary knowledge, skill, and emotional intelligence to assist teachers in developing higher levels of expertise within a broad range of teacher performance levels. Reflective dialogue is used to engage teachers in meaningful reflection and collaboratively assists the teachers in developing ways to improve instructional practices. While the reading specialist is not a supervisor, and does not formally evaluate teachers, the reading specialist does provide teachers with descriptive feedback regarding instructional practices so that they can identify areas to continuously improve.


Essential Functions:



  • Knowledge and Skill: Thoroughly understands skill progressions in the area of ELA, can develop and implement academic interventions using research-based methodology, and can model effective instructional practices as needed.

  • Trust and Rapport: Develops trust and rapport with teachers and parents to have meaningful conversations.

  • Generates Leverage: Collects instructional data and translates salient themes into high leverage (high impact/low effort) recommendations to improve practice.

  • Reflective Practitioner: Provides highly descriptive data to engage teachers and teacher teams in reflective dialogue.

  • Emotionally Intelligent and Adaptive: Selects appropriate developmental approaches, for students and staff, as needed.

  • Action Oriented: Collaboratively develops simple, clear, and actionable instructional plans.

  • Self-Mentoring: Attends workshops, reads research, and self-reflects to continuously reach higher levels of expertise.

  • Visible Teaching/Learning: Assists teachers to become learners of their own teaching and to see teaching through the eyes of their students.

  • Board Policy: Follows and implements Board policy and administrative procedures.

  • Other duties as assigned.


Roles and Responsibilities



  • Develop and implement a screening process for students identified as at risk through district assessments, classroom based assessments, or both.

  • Act as one of the Student Intervention Team coordinators to schedule and facilitate team meetings to include: classroom teachers, specialist, administration, parents.

  • Model lessons in classrooms on an as needed/directed basis.

  • Support the instructional development of all teachers in understanding the common core, curriculum and varied assessments, the Framework for Teaching, and data analysis.

  • Provide direction and coordination for how the curriculum is taught consistent with District initiatives and recognized best instructional practices.

  • Work with teachers and administration to analyze student data, diagnose instructional needs and identify research-based instructional strategies to close achievement gaps as well as improve instruction.

  • Assist teachers with planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students.

  • Informally observe (non-evaluative) lessons and provide feedback that facilitates teacher reflection for a teacher's professional growth and students' success.

  • Work with administration to develop, organize and deliver staff development in needed curriculum content, interventions, and research-based instructional practices

  • Develop coaching plans for teachers to ensure student improvement.

  • Utilize Adult Learning Theory to motivate adult learners to improve professional practice.

  • Contribute to the development systems and structures to improve teacher practice within schools.

  • Provide job-embedded informal professional learning beyond the coaching responsibility.

  • Only minimum duties are listed. Other functions may be required as given or assigned.


Minimum Qualifications



  • At least 5 years of classroom teaching experience or equivalent.

  • Previous demonstration of effective pedagogy and continuous improvement.

  • Previous demonstration of professionalism, emotional intelligence, and sound decision-making.

  • Ability to work independently and collaboratively with teachers and administrators.

  • Effective written and oral communication skills.

  • Ability to manage time and responsibilities.

  • Ability to effectively handle stressful situations.

  • Ability to maintain confidentiality of employment and student matters.

  • Other qualities as deemed appropriate.


EQUIPMENT USED:


Computer, calculator, copier, telephone/voice mail, fax machine, Outlook, scanner, interactive whiteboard.


WORK ENVIRONMENT:


While performing the duties of this job, the employee regularly works inside, but some duties will be performed outside, such as field trips, etc. The employee must be able to meet deadlines with severe time constraints. The employee will frequently work irregular or extended hours while performing the duties of this job. The employee is directly responsible for the safety, well-being, and work output of students. The noise level in the work environment is usually moderate.


PHYSICAL DEMANDS:


While performing the duties of this job, the employee is frequently required to sit, walk and stand; twist at neck and waist; and kneel. Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus. The employee is required to be able to hear conversations in quiet environments. The employee is required to use hand/fingers, handle or feel objects, and reach with hands and arms. May be required to lift or move up to 20 pounds.


MENTAL/MOTOR DEMANDS:


While performing the duties of this job, the employee rarely performs routine work. The employee frequently exercises flexibility (ability to shift from one task to another). Guidance and reinforcement are infrequently available. The employee frequently works within time constraints and maintains attentiveness intensity. The employee is frequently involved in social interactions, which require oral and written communications. Memory, reasoning, and exercising judgment are constantly used/required on the job.


The physical demands and work environment characteristics described within this job description are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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