Enter your email to receive job alerts when new jobs like this one are posted.
Reading Specialist Position
There should be 4 main responsibilities of a reading specialist:
Assessment/ Data Collection, Analysis, and Tracking Intervention Community Building Providing Professional Development/ coaching, training for teachers in Reading best practices Assessment Assess students who receive reading intervention or who may be considered for reading intervention.
Teachers Screen students for phonics/ comprehension gaps using the STAR. The reading specialist should pull STAR reports and collaborate with teachers in order to determine if students should be referred for pull out reading support. Administer Fountas and Pinnell assessment to intervention students in order to verify reading level and also establish reading goals and target instruction 3 x per year. Administer running records to students who receive intervention pull out support at least 1x per month to update progress and adjust instruction according to needs. Other phonics/ phonemic awareness assessments may also be used if deemed necessary. Data Collection, Analysis, and Tracking
Plan and help implement regular interval of testing Analyze data for school, grades, teacher, classes, and small groups Prepare presentations that interpret data for different interest groups and present information in accessible and user-friendly format Use data to choose school-wide literacy initiatives Track student response to intervention by collecting and keeping relevant related classroom data and assessments (formal and informal) Provide objective data for student tracking and course placement Intervention
Support teachers in creating and implementing a small group reading rotation schedule. Students are only picked up for pull out support if the teacher refers to the RtII team. Students are picked up based upon their Fountas and Pinnell levels and the Reading Levels Expectations Guiding Document. Students who fall into the Intensive Intervention Category are picked up for support after they are referred to the RtII team. Students may be graduated out of pull out intervention if the Reading Specialist recommends this and the RtII team agrees. The STAR screener may be used by the RtII Chairperson to encourage/ require that teachers refer to the team. The Bracken may be used to identify incoming Kindergarten students who need support with building pre-reading skills. Implement and review STAR reading data Collaborate/ plan with regular education teachers to support Tier I and II support in the classroom as needed. Utilize the LLI (Leveled Literacy Intervention) Program to provide support to students who receive intervention. Utilize additional programs such as Words Their Way, Sounds Abound, etc to provide additional phonics/ decoding instruction to students who need additional support. Provide a minimum of 3x per week pull out support for students who need pull-out intervention. Instruction should be small group based and students are grouped according to Fountas and Pinnell levels as well as needs. Group times for pull out service may vary according to age level or level of support needed. Pull out support may be discontinued if the classroom teacher is not implementing interventions with fidelity. In which case, push in may be needed to support the teacher and ensure that Tier I or II interventions are taking place first. This push in support may be provided by any of the following people on an as needed basis: Reading Specialist, Intervention Provider, RtII Chairperson, Assistant Principal or Principal. Interventions and small group instruction may be modeled until the teacher is able to implement on his or her own. Professional Development and Coaching for Teachers The Reading Specialist should train staff in literacy practice and literacy assessment strategies in order to support the balanced literacy model. Critical reading across the content areas cannot be taught from pull-out groups alone or in isolation. The reading specialist should be helping teachers learn to model literacy activities across the curriculum areas. These should be explicitly modeled by the teacher and promote comprehension, decoding, vocabulary and fluency strategies while utilizing a common vocabulary that is reinforced across the school. For example, one grade should not be calling the “Skip and Go on Strategy” “Skippy the Frog” if the rest of the grades are simply calling the strategy “Skip and Go on”. This ensures consistency and generalization of the strategies across the grades. In addition, coaching should be regular and individualized. Professional Development time and teacher prep periods may be utilized for the purpose of providing this support.
As stated above, it may be necessary for the Reading Specialist to push into classrooms to provide support and model reading/ writing instruction. However, the primary role of the Reading Support teacher will be to provide pull out intervention support to students and lead the supporting intervention providers in best practices.
Community Building The reading specialist at the school should also plan and coordinate literacy activities to develop a school-wide perception of reading as accessible to all and enjoyable. Some options could include
reading competitions Boards/websites of recommended books book clubs- genre, girls group, boys group, parent/child groups, etc. writing competitions Family nights Arranging author speakers Scholastic Book Fair 2x per year. Planning and Coordinating School-wide reading activities and team builders (such as: Read Across America, Dream Flags, Author Celebrations, Storybook Character Days, National Poetry Month Celebration, support the Special Area Teachers in planning the Expressive Arts Fair, etc). A minimum of 3 activities per year should be planned. Providing Community Based Resources to teachers and Families, such as Scholastic, MLK Book Drive, Phila-Soup, etc. The certification requirements would be Instructional II Reading Specialist PK-12
The content you submit, offer, contribute, attach, post, OR display (each a “Submission”) will viewed BY other users OF the Service who may OR may NOT be accurately representing who they ARE OR who they represent. Do NOT include ANY Sensitive Data IN your Submissions. ANY Submission OR ANY use OR reliance ON ANY content OR materials posted via the Service OR obtained BY you through the use OF the Service IS AT your own risk. “Sensitive Data” FOR purposes OF this SECTION means Social Security OR other government-issued identification numbers, medical OR health information, account security information, individual financial account information, credit/debit/gift OR other payment card information, account passwords, individual credit AND income information OR ANY other sensitive personal data AS defined under applicable laws.