At Risk Learning Specialist

Classical Charter Schools•New York City, NY

1d•Onsite

About The Position

The At-Risk Learning Specialist is a teacher who provides targeted, school-wide, small-group literacy instruction to scholars who are at-risk of not meeting grade level literacy standards. Like all Classical faculty (teachers), the At-Risk Learning Specialist shares the undying belief that maximizing student achievement is the primary goal. At-Risk Learning Specialists are committed to our mission and driven to meet key responsibilities through: Using data-driven, small group instruction to lead scholars who are below grade level in reading to master daily standard-aligned objectives in Revising and creating targeted and differentiated lessons aligned to scholar-specific goals and next steps Collecting and evaluating literacy-based academic data to pinpoint scholar needs for small group instruction, typically with guided reading and phonics Collaborating in teams and with coaches to resolve challenges and implement instructional improvements driven by quantitative and qualitative data Proactively seeking and implementing feedback from instructional coaches to improve their practice

Requirements

NYS Teaching Certification OR two years of elementary literacy teaching experience
Explicit knowledge and implementation of Fountas and Pinnell or a similar system of reading levels
Visible alignment to Classical’s mission and approach
Exhibit excellent work ethic and organizational skills
Demonstrate application of our core values: Accountability, Innovation, Professionalism, Rigor, Tenacity, Transparency, and Urgency

Responsibilities

Using data-driven, small group instruction to lead scholars who are below grade level in reading to master daily standard-aligned objectives
Revising and creating targeted and differentiated lessons aligned to scholar-specific goals and next steps
Collecting and evaluating literacy-based academic data to pinpoint scholar needs for small group instruction, typically with guided reading and phonics
Collaborating in teams and with coaches to resolve challenges and implement instructional improvements driven by quantitative and qualitative data
Proactively seeking and implementing feedback from instructional coaches to improve their practice