Policies
Middletown Public Schools
English Language Reading Intervention Teacher – K-8
ENGLISH LANGUAGE READING INTERVENTION TEACHER, K-8
The English Language Reading Intervention Teacher is responsible for helping to plan, coordinate, and implement a comprehensive district wide ELL and literacy program which facilitates learning; for modeling of best practices lessons for English Language Learner through the use of literacy-based learning strategies; for coaching teachers in all curriculum areas on how to enhance students’ literacy skills while supporting ELL students; for identifying staff development needs of the school and for providing staff development related to EL learners and literacy as part of the problem solving process; and for working with school and community groups, such as the Leadership Team, Response to Intervention Team and learning communities, to help all students reach their highest potential.
Overall Responsibilities
The English Language Reading Intervention Teacher will perform a wide variety of specialized and responsible tasks in support of the District's English Language Learner and English Language Arts Program. These conditions will include teaching under conditions that necessitate small group and individualized instruction in collaborative settings within the regular classroom and/or in an extended day setting. It also includes providing professional staff development in the field of teaching Reading/Writing and English Language Learners and establishing and maintaining cooperative working relationships with administrators, teachers, students and parents.
Duties and Responsibilities:
1. Plan, organize and evaluate Language Arts and English Language Learner programs for identified students.
- Make appropriate recommendations to teachers regarding instructional programs for identified students.
- Analyze and interpret test scores for purposes of accommodating or modifying instruction.
- Work successfully with administrators, teachers, students and parents.
- Provide effective coaching and technical feedback.
- Evaluate literacy needs within various subject areas and collaborate with teachers and administrators to interpret, use assessment data to improve instruction, and problem solve
- Use assessment data to assist administrators with placement of students in appropriate instructional or intervention programs
- Lead teachers in the selection and use of a range of assessment tools as a means to make sound decisions about student literacy needs as related to the curriculum and to instruction
- Attend regular meetings with classroom teachers to examine student work and monitor progress in order to support teacher reflection and action
- Assist classroom teachers with analysis of formal and informal assessment data on their students to determine student response to instruction
- Provide, upon request, individual diagnostic testing of ELLs
- Assist teachers with planning, sequencing, and scaffolding of instruction
2. Supplements the Language Arts instruction provided in regular classes by working with individual students or with small groups of students who have been identified as ELL students and needing specific Language Arts instruction.
3. Provides intervention plans for ELL students who have not achieved their reading level.
4. Provides whole class, small group, and individual instruction in ELL/Language Arts to identified students.
5. Diagnoses reading and writing problems, and evaluates reading progress of students referred for additional instruction in reading/writing (not a clinical diagnosis).
6. Acts as a resource in ELL and reading to regular classroom teachers by assisting them in organizing their ELL instruction, selecting materials, suggesting teaching techniques, and relating their instructional programs to special needs of student’s interest and enjoyment in reading and writing, thus creating motivation for learning.
7. Assists in the administration and scoring of ELL screening, State and District ELL assessments, and in compiling pre- and post-test data.
8. Confers with the building leadership in the needs of the ELL and reading programs and the progress being made to meet those needs.
9. Designs, provides, and assists the learning community in ELL and reading intervention and progress monitoring professional development. Gives, upon request, demonstration lessons in the teaching of reading and writing, and assists in in-service training of teachers in reading and writing.
10. Maintains records (including anecdotal) of progress of each student receiving supplementary instruction as required. (PLP, goals, interventions and progress monitoring)
11. Supports in the preparation of required reporting and grants
12. Assists in the development, administration, and implementation of the District ELL and Reading / English Language Arts Program working cooperatively with other staff.
13. May plan and coordinate the work of aides, teacher assistants, and other paraprofessionals as applicable.
14. Participate in team reviews concerning academic progress of at-risk students who are not responding to interventions (attends applicable RtI meetings)
15. Assist the district and school's curriculum personnel in providing services to special populations
16. Professional Development
- Provide in-service training and follow-up coaching to assist classroom teachers in the use of reading/learning strategies to support ELLs in their classrooms
- Work with teachers individually, in collaborative teams, and/or with departments, providing practical support on a full range of reading, writing, and communication strategies for ELLs
- Observe and provide feedback to teachers on instruction related to literacy development and content area knowledge to support ELLs
- Participate in district-level in-service meetings and assisting in the coordination of district level in-service offerings
- Continue professional growth and strengthen professional teaching knowledge, skills, and strategies through an ongoing program of workshops, seminars, conferences, and/or advanced course work
- Maintain a collection of professional and reading/learning materials related to reading and which reflect current research
- Provide staff development for teachers, volunteers, parents, paraprofessionals, administrators, and other appropriate personnel as needed
- When applicable, assist in the coordination of school-based professional development in reading aligned with the school’s after school professional development opportunities (during the 4 hours) and the District Professional Development Plan
17. Work with the school’s Leadership Team, Response to Intervention Team, and other constituent groups to determine the school’s strengths and needs for improvement in the area of literacy in order to improve students’ reading, writing, and communication skills and content area achievement
18. Performs a wide variety of responsible and specialized tasks; Interprets and applies rules and regulations as appropriate.
19. Other duties as assigned by Principal or Administration.
· Valid R.I. Teaching Certification - PK-12 Reading Specialist/Consultant and English as a Second Language.
· Documentation of a clear BCI/FBI report.
· Ability to plan, organize, and coordinate school events.
· Work effectively with large and small groups.
· Basic first aid/CPR (Preferred).
· Effective, active listening skills.
· Organizational and problem solving skills.
· Ability to communicate ideas and directions clearly and effectively both orally and in writing.
· Effective, active listening skills.
· Organizational and problem-solving skills.
· Such alternatives to the above qualifications as the Superintendent and/or School Committee may find appropriate.
First Reading – July 18, 2012
2nd Reading and Approval – August 23, 2012