Reading Specialist (possible vacancies/locations) Position Available In Cullman, Alabama

Reading Specialist (possible vacancies/locations) 4.5 4.5 out of 5 stars

Cullman, AL Title:

Reading Specialist Supervisor:

Principal Start Date:

8/1/2025

Salary:

CCBOE Salary Schedule FLSA Status:

Exempt

ALABAMA READING INITIATIVE LOCAL READING SPECIALIST & MEMORANDUM OF UNDERSTANDING/ALLOCATION

(MOU/MOA)

EVALUATION AND SUPPORT

Alabama Reading Initiative (ARI) local reading specialists will be evaluated according to quantitative and qualitative data measures. Summative and formative student assessment data, surveys, and site visit reports will be used in determining local reading specialists’ effectiveness and that of the overall program and process effectiveness. Support for local reading specialists will be provided by ARI regional literacy specialists according to specifications outlined in the Alabama Literacy Act 2019-523.

ROLE OF THE LOCAL READING SPECIALIST

Per the Alabama Literacy Act, “An Alabama Reading Initiative local reading specialist shall be assigned to provide intensive, targeted professional development for elementary school teachers at one school.” ARI local reading specialists may not perform administrative functions such as serving as an evaluator, substitute teacher, assessment coordinator, or school administrators, full-time interventionist, or instructional coach above third grade. The state superintendent of education will certify that each local reading specialist has the qualifications to serve in this capacity based on verification by the local superintendent.

ALLOCATION

Each Local Education Agency (LEA) is to ensure that each school with any configuration of kindergarten, first grade, second grade, or third grade has designated a local reading specialist.

For example:

If system A has a kindergarten school and a first grade through third-grade school (two schools total), that system would receive two full allocations for two local reading specialists. Allocations for local reading specialists will be sent quarterly for schools that can verify a local reading specialist committed to the

ARI LOCAL READING SPECIALIST JOB DESCRIPTION.

Schools without a verified local reading specialist will not receive their quarterly allocation.

MINIMUM QUALIFICATIONS

An ARI local reading specialist shall have all the following minimum qualifications: The required Alabama Professional Educator Certificate. A bachelor’s degree and advanced coursework or professional development in the science of reading, such as multisensory language instruction, or comparable alternative training approved by the Alabama State Board of Education. A minimum of two years of experience as a successful elementary or literacy teacher. A knowledge of scientifically based reading research, special expertise in quality reading instruction and intervention, dyslexia specific interventions, and data analysis. A strong knowledge base in the science of learning to read and the science of early childhood education. Excellent communication skills with outstanding presentation, interpersonal, and time management skills.

DUTIES AND RESPONSIBILITIES

To ensure that all students are reading on or above grade level by the end of third grade, the job of the ARI-funded local reading specialist(s) outlined in the Alabama Literacy Act will include the following as evidenced by student reading achievement and growth: Collaborating with the principal to create a strategic plan for coaching to support and measure the impact of reading instruction according to the science of reading, school baseline data, and data from approved early reading assessment systems. Facilitating school wide professional development and monitoring and measuring the impact of transfer to practice. Modeling effective science of reading instruction for teachers that is explicit, systematic, inclusive of detailed explanations and more extensive opportunities for guided practice, error correction, and feedback. Coaching and mentoring teachers daily via planned coaching cycles based on data and gradually releasing responsibility to teachers. Facilitating data analysis discussions and supporting teachers by using data to differentiate instruction according to the needs of students by adhering to the framework of tiered instruction. Fostering multiple areas of teacher professional learning, including exceptional student education and content area knowledge, and adjusting based on data. Prioritizing time for those teachers, activities, and roles that will give the greatest impact on student reading achievement, such as coaching and mentoring in classrooms, as evidenced by coaching logs, student impact data, and site visit data. Monitoring the reading progress of all students a minimum of three times per year and making recommendations for the adjustment of instruction according to student specific needs identified from multiple data points and aligned with the science of reading as specified in the strategic plan for coaching.

ALABAMA’S JOURNEY TO READING SUCCESS PROGRAM AND PROCESS OUTCOMES

Your regional specialist will support the local reading specialist as they work to achieve the outcomes listed below. Year 1

Outcomes Collaborative Leadership:

Increased administrator, local reading specialist, and teacher collaboration as evidenced by the facilitation of collaborative planning and reflection resulting in a more collaborative school culture.

Assessment:

Increased student proficiency according to state and district summative and formative measures with emphasis on closing achievement gaps and ensuring students are reading at or above grade level by the end of third grade.

Professional Learning:

Increased job-embedded and collaborative professional learning opportunities for individual teachers, or groups of teachers, to create building-based learning communities such as grade level and/or problem-solving teams (PSTs). Evidence of serving in multiple coaching roles-classroom support, instructional specialist, data coach, and adult learning facilitator-to support coaching throughout the school building.

Instruction and Intervention:

Implementing evidence-based instruction and intervention according to the science of reading, monitoring all tiers of instruction, and making recommendations for adjustments based on quantitative and qualitative data sources.

Curriculum and Standards:

Ensuring adopted core and intervention curricula are aligned to the science of reading as evidenced by scope and sequence of instruction and use of the

Alabama Course of Study:

English Language Arts standards to ensure teachers in Grades K-3 understand the rigorous instructional content based on the science of reading, evidenced by implementation of the Alabama Literacy Act. Year 2

Outcomes Collaborative Leadership:

Increased evidence of results-driven, collaborative planning time to impact student achievement and teacher growth.

Assessment:

Increased student performance on state and district summative and formative measures with emphasis on closing achievement gaps and ensuring students are reading at or above grade level by the end of third grade.

Professional Learning:

Increased instructional capacity among all educators as evidenced through coaching cycles and peer coaching at the building level and increased job-embedded professional learning in the science of reading for all student support staff (interventionists, auxiliary teachers, paraprofessionals, etc.).

Instruction and Intervention:

Increased instructional capacity of all educators in meeting the needs of students in all tiers of instruction.

Curriculum and Standards:

Increased evidence of alignment of curricular and instructional support to implement the

Alabama Course of Study:

English Language Arts Year 3

Outcomes Collaborative Leadership:

Evidence of teacher growth and leadership in instructional capacity (planning, data informed decision making).

Assessment:

Evidence of increased student learning and performance on state and district assessments, increased gap closures, and decreased student retentions.

Professional Learning:

Evidence of levels of implementation of the coaching cycle resulting in increased student achievement and teacher growth.

Instruction and Intervention:

Increased evidence in classroom transfer of instructional practice in the knowledge of the science of reading as evidenced by increased student proficiency and decreased intervention numbers.

Curriculum and Standards:

Increased evidence of alignment of curricular and instructional support to implement the

Alabama Course of Study:

English Language Arts

EMPLOYMENT TERMS

A nine-month contract is required to fulfill these job responsibilities. It is also expected that local reading specialists support summer learning efforts , preferably in their coaching role, and it is recommended that any addition to a nine-month contract be supplemental and not an extended contract.

SELECTION

Districts must carefully consider selection of the ARI-funded local reading specialist(s) whose qualifications align with the Alabama Literacy Act 2019-523.