ARI Reading Specialist

ARI Reading Specialist Alabama State Department of Education - 4.5 Bessemer, AL Job Details Full-time | Contract 1 day ago Qualifications School experience Teaching Certification Early childhood education Bachelor's degree Academic interventions Professional Educator License Elementary school teaching Literacy-focused lessons (early childhood general education) Full Job Description Alabama Reading Initiative Reading Specialist Bessemer City School System

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: a. The required Alabama Professional Educator Certificate. b. 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. c. A minimum of two years of experience as a successful elementary or literacy teacher. d. A knowledge of scientifically based reading research, special expertise in quality reading instruction and intervention, dyslexia specific interventions, and data analysis. e. A strong knowledge base in the science of learning to read and the science of early childhood education. f. 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: a. 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. 3b. Facilitating school wide professional development and monitoring and measuring the impact of transfer to practice. c. 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. d. Coaching and mentoring teachers daily via planned coaching cycles based on data and gradually releasing responsibility to teachers. e. 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. f. Fostering multiple areas of teacher professional learning, including exceptional student education and content area knowledge, and adjusting based on data. g. 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. h. 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. i. Collaborating with regional specialists and attending professional learning opportunities hosted by ARI, including all assigned Coaching Communities.

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. We are not opposed to districts who decide to move local reading specialists to a ten-month contract. We recommend you consult your legal department regarding any implications involved in changing the 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.