Reading Specialist

New Bedford Public School District • New Bedford, MA

6d

About The Position

The Reading Specialist works with the School Principal to plan and deliver professional development and collaborates with general education and special education teachers to improve school and student achievement in Reading and English Language Arts. A significant part of each school day is devoted to improving classroom instruction through professional development, consultation and facilitation of data teams, and student intervention. The specialist provides trainings, workshops, and coaching-cycle support; helps school-wide and grade-level teams use focused protocols to monitor student progress and respond to data; participates in IEP and RtI meetings and School Improvement Plans; and provides intervention through classroom modeling or direct instruction and support in small groups of at least four students.

The specialist identifies staff training needs in support of AIP targets, provides Reading Street training and consultation aligned with Massachusetts state standards, and analyzes curriculum materials and pacing guides. The role includes documenting student learning and progress toward school improvement targets, planning and modeling differentiated Tier 1, Tier 2, and Tier 3 reading interventions for general and special education students, and following up with teachers as they implement interventions. The specialist also demonstrates school progress in periodic checkpoint meetings with district leadership. The position reports to the School Principal and is employed under the Unit A contract.

Requirements

• Professional license in the area of the teaching position from the Massachusetts Department of Elementary and Secondary Education.
• Highly recommended by the candidate’s current principal.
• Evidence of expertise in Reading curriculum, instruction, and assessment, including understanding and use of student data, leadership and implementation of exemplary instructional practice, impact on student learning—especially for high-needs students—and participation in recent professional development activities.
• Demonstrated belief that every student can achieve at high levels.
• Demonstrated record of leadership and facilitation of adult learning.
• Dedication to lifelong learning, reflection, and continued personal and professional growth.
• Ability to build strong relationships with teachers, administrators, and other specialists.
• Excellent written and verbal communication skills.
• Outstanding interpersonal and collaborative teamwork skills.

Nice To Haves

• Advanced degrees.
• Reading Specialist certification.
• Multilingual skills, particularly Cape Verdean Creole, Portuguese, and/or Spanish.

Responsibilities

• Work with the School Principal to plan and deliver professional development in Reading and English Language Arts.
• Collaborate with general education and special education teachers to improve classroom instruction and student achievement.
• Provide staff professional development through trainings, workshops, and coaching-cycle support.
• Identify staff training needs to help meet AIP targets in Reading and English Language Arts.
• Provide Reading Street training and consultation, ensuring instruction aligns with Massachusetts state standards.
• Analyze curriculum materials and pacing guides in relation to the Reading Street program to support timely, targeted instruction of Massachusetts standards.
• Consult with and facilitate school-wide and grade-level data teams using focused protocols to monitor student progress and help teachers adjust classroom practice and tiered reading interventions.
• Provide evidence to the principal of student learning and progress toward school improvement targets in each classroom and grade, as outlined in the AIP.
• Plan and model differentiated Tier 1, Tier 2, and Tier 3 reading interventions in classrooms for general and special education students.
• Follow up in classrooms to assist teachers in delivering interventions informed by professional development, discussion, and student progress-monitoring data.
• Participate in IEP and RtI meetings and School Improvement Plans.
• Provide student intervention by modeling instruction in the classroom or delivering direct instruction and support to small groups of at least four students.
• Demonstrate school progress during periodic checkpoint meetings with district leadership.

What This Job Offers

• Job Type: Full-time
• Education Level: No Education Listed