ARFI Reading Specialist – One School

Qualifications:

1. Valid Alabama teacher’s certificate.
2. Completed ARI two-week summer institute.
3. Reading teacher certification preferred
4. Such alternatives to the above qualifications as the board may find appropriate and acceptable

FLSA Status:
Exempt

Reports To:
Principal
Coordinator of ARFI

Required knowledge, skills and abilities:

1. Know how to administer the QRI-III.
2. Know what the research has established as effective practices for struggling readers.
3. Know how to connect the use of informal assessment measures to determining which students are fluent readers and comprehends of grade-level materials and which will be targeted for intervention.
4. Know how to use assessment data to monitor learning and guide instruction.
5. Know the basic characteristics of skillful reading.
6. Know how to accelerate learning for struggling readers.
7. Know how to provide systematic, explicit phonics instruction.
8. Know how to assess decoding ability.
9. Know how to recognize, secure, and use appropriate text to provide specialized support to struggling readers.
10. Know how to respond to oral reading errors in ways that are appropriate to the nature of the error, the purpose of the particular lesson, and the needs of the learner.
11. Know how to assess and develop fluency in reading.
12. Know how to teach spelling in ways that enhance decoding, strengthens visual imagery, and give appropriate emphasis to spelling rules and patterns.
13. Know a variety of activities to increase vocabulary and oral language development.
14. Know the six interferences to comprehension.
15. Know specific strategies used pre-, during, and post reading to build comprehension in both narrative and expository text.
16. Know the role of explicit instruction in teaching comprehension.

Job Goal:
The Reading Specialist in this role works with struggling readers one-half day. Coaches teachers as part of a multidisciplinary team in diagnosing reading difficulties and implementing appropriate literacy strategies one-half day.

Essential Functions:

1. Provide specialized instruction to struggling readers.
2. Help teachers interpret QRI data as it relates to the six interferences.
3. Help teachers design rooms that practice small group instruction.
4. Help teachers establish practices for continuous assessment.
5. Assist teachers in determining who will be targeted for intervention during the school year.
6. Attend monthly professional development provided by the ARI.
7. Organize staff development for the school based on literacy needs.
8. Assist System Reading Specialist in Professional Development at the system level.
9. Model lessons in phonemic awareness, phonics, oral language development, comprehension, and writing that are appropriate to individual grade levels.
10. Communicate regularly with the System Reading Specialist.
11. Assist teachers in engaging students in creating meaning by connecting reading and writing for different purposes in all content areas.
12. Assist teachers in managing time to provide opportunities for daily connected reading/writing.
13. Coach teachers in developing lessons that address all levels of thinking.
14. Coach teachers in strategies that promote deep discussion and questioning.
15. Evaluate current school intervention efforts in light of what the research establishes as effective practices for struggling readers and identify which practices need to be added and/or revised.

Terms of employment:

The terms of employment shall be in accordance with provisions of the Board’s Policy Manual, Alabama Teacher Tenure Act, and the Board’s Salary Schedule – Teachers.

Evaluation:

Performance of this job will be evaluated annually in accordance with provisions of the Board’s policy on Evaluation of Professional Personnel
Source: Tuscaloosa City Schools
Date: June 3, 2003