Reading Intervention Specialist

Career Opportunities @Phmc • Fort Washington, PA

4d • Onsite

About The Position

The Reading Intervention Specialist works collaboratively with other educational professionals at Fairwold Academy to design and provide instruction and interventions for educational programs for exceptional students. The Reading Intervention Specialist is a specialized service provider and qualified to diagnose and remediate students in foundational reading skills, reading informational text, reading literature, writing, and speaking and listening skills. The Reading Intervention Specialist is certified to provide professional development to educational staff and serve in the role of mentor, coach, or advisor to Special Education Teachers and Paraprofessionals. The Reading Intervention Specialist reports to the Director of Education.

Requirements

• Current and valid Instructional I or Instructional II certification as a K-8 Teacher or PK-12 Special Education Teacher issued by the Commonwealth of Pennsylvania
• Current and valid Reading Specialist certification in Pennsylvania
• Master’s degree from an accredited college or university in education or a related field required
• One year of experience working with a special needs population in a school setting required
• Understanding of emotional and behavioral disorders, mental health issues, autism, developmental delays, and intellectual disabilities required
• Excellent ability to assess reading competencies and develop interventions
• Demonstrated ability to work with a variety of educational staff and parents to establish and maintain cooperative and effective working relationships
• Excellent ability to work with students of all ages, levels, and from various cultural and ethnic backgrounds
• Demonstrated knowledge of curriculum and instructional strategies for students experiencing behavior management challenges
• Demonstrated knowledge of theory and principles of child growth and development with an emphasis on social-emotional development and low incidence disabilities
• Demonstrated knowledge of School Wide Positive Behavior Support
• Demonstrated skills with computers, data systems, and electronic reports
• Demonstrated ability to understand and adhere to policies and procedures
• Demonstrated analytical and problem-solving skills
• Excellent organizational and time management skills
• Excellent interpersonal skills
• Sufficient mobility and ability to participate in managing the safety of a child through physical or personal interventions
• Maintains confidentiality with a wide variety of sensitive information including, but not limited to, manual and electronic files, documents and records, meeting notes, medical histories, and other identifying information
• Maintains accurate information for special education timelines, assists professionals with logistical and administrative support, and communicates deadlines and procedural timeline recommendations for leadership
• Adheres to all proactive behavioral incident management and reporting protocols, including de-escalation protocols, PBIS, and trauma-informed practices, as designated by PHMC and Fairwold policy
• Always provides support to the school community to maintain an orderly school environment; provides support to students in crisis or those students demonstrating non-compliant behavior
• Engages in full, active, and frequent participation in professional development events and opportunities, with the consistent application of new learning in the classroom and sharing of learning with colleagues
• Engages in full, active participation in professional school events that may extend beyond the school day, including but not limited to Back to School Night, Parent Conferences, Academic Honors, and PBIS Events
• Maintains full and active compliance with all PHMC and Fairwold Academy policies regarding job performance and conduct standards and expectations

Responsibilities

• Provide interventions for students in developing: A working knowledge of concepts of print, alphabetic principle, and other basic conventions and how to apply them as effective readers
• An understanding of how to read and respond to both informational text and works of literature—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence
• How to write for different purposes and audiences so that they write clear and focused text to convey a well-defined perspective and appropriate content
• The skills needed to present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions
• Use research-based resources to assess individual students’ reading capabilities in the core aspects of receptive and expressive language and generate assessments for the IEP team and case managers.
• Assist the Principal with developing criteria for levels of intensive interventions.
• Develop a Multi-tiered System of Support (MTSS) model for reading, writing, and listening skills, and implement supports at three levels: Universal, Tier II, and Tier III.
• Plan, develop, and implement a weekly intervention schedule, including individual and group treatments, co-teaching, professional development, and specialized projects.
• Deliver consistent instruction that demonstrates 1) knowledge of content and pedagogy through a variety of active engagement and instructional strategies, 2) effective questioning and discussion techniques, 3) positive and constructive feedback, and 4) responsiveness to student learning and behavioral needs.
• Manage a safe and orderly environment that demonstrates 1) purposeful and equitable learning, 2) structured routines and classroom expectations, 3) skillful organization of the physical space, and 4) positive, appropriate, and highly respectful interactions among students and staff.
• Manage student data, assess student learning, and monitor progress.
• Complete documentation, reports, summaries, and other evaluative measures of students’ individual reading and writing progress aligned to reading goals, showing evidence of adaptations as needed within dictated timelines.
• Write, assess, and evaluate effective and measurable reading IEP goals, including the condition, student name, clearly defined behavior, and performance criteria (criterion level, number, evaluation schedule, or method) in the goal.
• Attend IEP meetings with professionalism, accurate data and records, and respectful parent communications.
• Research, design, and implement special reading projects, including but not limited to independent reading, literacy celebrations, literature circles, and school-wide events.
• Coach special education teachers and model instructional strategies in reading, including but not limited to activating, inferring, monitoring/clarifying, questioning, searching/selecting, summarizing, and visualizing/organizing.
• Provide professional development to paraeducator staff (IBAs), ensuring best practices in reading instruction and support.
• Perform other related duties and special projects as assigned.

What This Job Offers

• Job Type: Full-time
• Career Level: Mid Level