TEN MONTHS (200 DAYS), INCLUDING IN PART PAID STATE RETIREMENT & STATE MANDATED LIFE INSURANCE & IN PART FOR HEALTH INSURANCE

 

Preferred Qualifications: Hold a valid Virginia teaching license with an endorsement in Special Education, Middle School Education, or Elementary Education. Multi-sensory Structured Literacy/Orton Gillingham based instructional methods trained and/or LETRS trained.

 

Job Function: Address the specific literacy needs of students when regular classroom instruction is not sufficient. Help students develop proficient literacy skills that will contribute to their overall academic growth by providing direct, explicit, systematic instruction in a small group setting. 

 

Essential Functions:

(The following tasks are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.)

• Work extensively with students in grades 6th-8th to help them improve specific reading skills such as letter-naming, initial sounds, phoneme segmentation, and comprehension strategies. 
• Use knowledge and experience of evidence based practices in reading instruction aligned to the science of reading in order to implement county selected curriculum/resources appropriate for designing interventions and lesson plans for students with significant reading difficulties. 
• Will use division progress-monitoring instruments to measure learning growth and consult frequently with classroom teachers on matters relating to reading instruction.
• Maintain individual student reading plans to evaluate student progress.
• Collaborate with secondary education division instructional staff to plan and coordinate reading instruction.
• Assist in the evaluation of ongoing programs and make recommendations for change. 
• Assist teachers and other administrators and/or supervisors in implementing the school intervention reading program.
• Help teachers diagnose reading strengths and weaknesses and match these skills with appropriate techniques and materials.
• Keep the parents informed as to the purposes and progress of the reading program and promote an interest in reading with students, parents and community members.