Teacher - Dyslexia (26-27)

Wage/Hour Status:

Exempt Reports to:

Principal Pay Grade:

Teacher Pay Scale Dept./

School:

Assigned Campus Date Revised:

03/25/2025

Annual Work Days Scheduled:

187 (DOI Determines)

Funding Source:

Local Primary Purpose:

Provide campus and district early intervening services for students who have been identified as being at-risk or below grade level in the area of reading. Provide dyslexia students with appropriate instructional materials designed to help them. Provide leadership in the coordination and delivery of services to dyslexia students, which can include designing, planning, and modeling lessons.

Qualifications:

Education/Certification:

Bachelor's degree from accredited university Valid Texas teaching certificate with required endorsements or required training for subject and level assigned (ESL endorsement / certification required for selected subjects) Reading by Design, preferred

Special Knowledge/Skills:

Thorough understanding of literacy research and dyslexia Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individualized Education Plan (IEP) goal setting process and implementation Ability to analyze, interpret, and use student data Strong organizational, communication, and interpersonal skills Ability to collaborate with teachers, administrators and parents Specific training in teaching dyslexic students

Experience:

Three to five years of successful teaching experience Extensive knowledge and experience working with students with dyslexia

Major Responsibilities and Duties:

Instructional Strategies Provides targeted instruction and academic support for identified students. Coordinate the development, implementation, and progress monitoring aligned to the intervention plan. Enter progress data and intervention plans in the district software program. Implements the intervention program with fidelity. Intervention instruction will be focused on best practices, which include small group and individualized instruction. Develop and maintain individualized intervention plans for identified students. Work cooperatively with classroom teachers to assist with implementation of designated supports. Participate in the ARD committee and 504 planning meetings on a regular basis. Collaborate with campus coordinators to discuss STAAR designated supports/classroom accommodation needs for identified students. Conduct ongoing progress monitoring of student achievement and use results to plan instructional activities. Classroom Management and Organization Create classroom environments conducive to learning and appropriate for the physical, social, and emotional development of students. Manage student behavior in accordance with Student Code of Conduct and student handbook. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Compile, maintain, and file all reports, records, and other documents required. Support Works collaboratively with reading teachers and other campus personnel to promote the best research-based practices, including using data to guide instruction. Develop and maintain a log of all parent contacts. Develop and maintain a log of all daily activities, student attendance, and students served. Compile, maintain, file, and secure all physical and electronic reports, records, and other required documents for assigned students. Communication Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members. Professional Growth and Development Provide professional development on district adopted intervention programs to teachers as requested. Engage annually in professional development that supports research based practices for reading interventions. Assist the district in staff development, technology implementation, and parent outreach related to dyslexia. Other Follow district safety protocols and emergency procedures.

Supervisory Responsibilities:

Direct the work of assigned instructional aide(s).

General Employee Requirements:

Quality of Work

• complete assignments meeting quality standards, to include accuracy, neatness, thoroughness and adherence to standards and safety rules. Quantity of Work
• demonstrate the ability to manage several responsibilities simultaneously, perform work in a productive and timely manner, and meet work schedules. Work Habits
• display a positive, cooperative attitude toward work assignments, working diligently to accomplish tasks assigned. Communication
• communicate in a positive manner with others, to include listening and responding appropriately, expressing ideas orally and in writing in a manner that helps build a positive climate for the organization. Dependability
• adhere to time frames, monitor projects and exercise follow-through, be on time for meetings and appointments, and respond appropriately to instructions and procedures. Cooperation
• work well with co-workers and supervisors as a contributing team member, demonstrate consideration of and maintain rapport with others, and help others willingly. Initiative
• seek and assume greater responsibility, monitor projects independently as required, and follow through appropriately. Adaptability
• adjust well to any change in duties, procedures, supervisors or work environment, accept new ideas and approaches to work, and respond appropriately to constructive criticism and suggestions for work improvement. Judgment
• effectively analyze problems, determine appropriate action for solutions, and use logical thinking to exhibit timely and decisive action. Attendance
• attend work on a consistent basis, taking care to consider the use and number of absences in accordance with policy so that the organization is not negatively impacted. Punctuality
• arrive to work and depart from work according to department and district requirements.

Working Conditions:

Tools/Equipment Used:

Personal computer and peripherals; standard instructional equipment; [P.E.

teachers:

automated external defibrillator (AED)]

Posture:

Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion:

Frequent walking

Lifting:

Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment

Environment:

Work inside, may work outside; regular exposure to noise

Mental Demands:

Maintain emotional control under stress; work prolonged or irregular hours The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.