Secondary Literacy Intervention Teacher

Wicomico County Public Schools•Salisbury, MD

About The Position

SALARY: Commensurate with certification/licensure and experience based on the Wicomico County Salary Scale for Teachers . Includes employee benefits package . HOURS: Full time 10-month position (190 contract days). Contract Unit: This position is part of the Unit I (Certificated) bargaining unit. FLSA: Exempt QUALIFICATIONS: Must hold or be eligible for a Maryland professional certificate/license in English 7-12 or Middle School English/Language Arts 4-9 with Reading Teacher or Reading Specialist endorsement preferred. (As a condition of employment, the Reading Teacher or Reading Specialist Endorsement must be obtained within 3 years.) Five (5) years’ experience as an effective classroom teacher as demonstrated by student proficiency and growth data. Experience in school and/or district level instructional leadership, such as serving on school improvement teams, working on district curriculum or assessments, serving on materials of instruction committees, and/or creating and delivering professional development. KNOWLEDGE, SKILLS, ABILITIES, AND OTHER CHARACTERISTICS: Ability to apply research to develop lessons, teaching techniques, and instructional interventions. Ability to determine if interventions are successful and then alter the interventions as necessary to improve student outcomes. Knowledge and experience with Maryland’s College and Career Readiness Standards. Familiarity with formal and informal assessments. Ability to teach using culturally responsive and trauma-informed pedagogy. ESSENTIAL DUTIES AND RESPONSIBILITIES: Report directly to the Supervisor of Secondary English Language Arts and work collaboratively with administrators, teachers, and staff at assigned schools. Determine and use research-based approaches for improved instruction. Active participation in the school’s Guiding Coalition and the School Improvement Team. Use technology to support/enhance instructional activities and professional development opportunities. Know/understand and implement a variety of Reading diagnostic tools to determine the strengths and weaknesses of all students within the scope of a secondary school assignment caseload. Develop a system for identifying the accurate analysis of a student’s reading difficulties and providing all members of the educational group serving the student with the information and guidance in serving the child within all areas of the school day in relation to reading and understanding text. Analyze, use, and monitor current and on-going assessment data to assist in making instructional decisions based on student needs. Serve as the teacher through a variety of service delivery models, including co-teaching and parallel teaching with classroom teachers. Work directly with students in small-group and whole-group settings to support reading, writing, language, and literacy skill development while collaborating with teachers to plan, deliver, and monitor instruction aligned to grade-level standards and student needs. Participate in county, state and national staff development opportunities. Understand and work within the three-tiered intervention delivery model to ensure all students requiring intervention receive timely and accurate assistance to become successful students in the area of reading. Work with school-based team(s) to design and implement family involvement opportunities to ensure parents gain a deep understanding of their child’s reading skills, difficulties, and potential for reading success. Other duties as assigned.

Requirements

Must hold or be eligible for a Maryland professional certificate/license in English 7-12 or Middle School English/Language Arts 4-9 with Reading Teacher or Reading Specialist endorsement preferred.
Five (5) years’ experience as an effective classroom teacher as demonstrated by student proficiency and growth data.
Experience in school and/or district level instructional leadership, such as serving on school improvement teams, working on district curriculum or assessments, serving on materials of instruction committees, and/or creating and delivering professional development.
Ability to apply research to develop lessons, teaching techniques, and instructional interventions.
Ability to determine if interventions are successful and then alter the interventions as necessary to improve student outcomes.
Knowledge and experience with Maryland’s College and Career Readiness Standards.
Familiarity with formal and informal assessments.
Ability to teach using culturally responsive and trauma-informed pedagogy.

Nice To Haves

Reading Teacher or Reading Specialist endorsement preferred. (As a condition of employment, the Reading Teacher or Reading Specialist Endorsement must be obtained within 3 years.)

Responsibilities

Report directly to the Supervisor of Secondary English Language Arts and work collaboratively with administrators, teachers, and staff at assigned schools.
Determine and use research-based approaches for improved instruction.
Active participation in the school’s Guiding Coalition and the School Improvement Team.
Use technology to support/enhance instructional activities and professional development opportunities.
Know/understand and implement a variety of Reading diagnostic tools to determine the strengths and weaknesses of all students within the scope of a secondary school assignment caseload.
Develop a system for identifying the accurate analysis of a student’s reading difficulties and providing all members of the educational group serving the student with the information and guidance in serving the child within all areas of the school day in relation to reading and understanding text.
Analyze, use, and monitor current and on-going assessment data to assist in making instructional decisions based on student needs.
Serve as the teacher through a variety of service delivery models, including co-teaching and parallel teaching with classroom teachers.
Work directly with students in small-group and whole-group settings to support reading, writing, language, and literacy skill development while collaborating with teachers to plan, deliver, and monitor instruction aligned to grade-level standards and student needs.
Participate in county, state and national staff development opportunities.
Understand and work within the three-tiered intervention delivery model to ensure all students requiring intervention receive timely and accurate assistance to become successful students in the area of reading.
Work with school-based team(s) to design and implement family involvement opportunities to ensure parents gain a deep understanding of their child’s reading skills, difficulties, and potential for reading success.
Other duties as assigned.