Long Term Substitute: Reading Specialist

Reports To: Lower School Principal Status: Full-Time/Part-Time, Exempt

Start Date: Immediately

The Academy for Precision Learning (APL) is a small, K-12 independent school for neurodivergent students. APL is located in the heart of Seattle's University District and is seeking a long-term substitute reading specialist to support lower school students.

Job Summary: The reading specialist works extensively with students to help them improve specific reading skills such as letter-naming, initial sounds, phoneme segmentation, and comprehension strategies. The reading specialist addresses the specific needs of a particular child when regular classroom instruction is not sufficient and has a thorough knowledge of supporting students with dyslexia, autism, ADHD, and other learning needs. This role provides individual or small group instruction to students who are struggling academically. This position is also responsible for monitoring, reporting, and communicating student progress and performance.

Responsibilities:

• PLANNING, PREPARATION, AND INSTRUCTION
• Demonstrate knowledge of reading strategies, interventions, and supports for students with dyslexia and autism by implementing a curriculum that is rigorous, joyful, and accessible.
• Work with the classroom teachers and team to coordinate reading instruction designed to meet the individual needs of students.
• Work with the classroom teachers to monitor student progress.
• Sequence and differentiate student lessons utilizing accommodations and modifications to meet the needs of individual students. Teach remedial reading as needed.
• Work with support staff and school administrators to facilitate the coordination of the reading program with the total curriculum.
• Use multiple data to reflect on student strengths, needs, and progress and inform instructional decision making
• Account for student interest, readiness, and learning styles in lesson planning and assessment design
• Design and implement annual learning plans with goals and objectives as needed
• Write progress reports detailing progression through goals and objectives
• Implement ongoing curriculum-based measurement (CBM) probes for each student and use collected data to inform teaching practice
• Design interventions and write lesson plans detailing methods and materials.
• Assist in the evaluation of ongoing programs and make recommendations for change.
• Assist teachers and other administrators and/or supervisors in implementing the school reading program.
• Help teachers diagnose reading strengths and weaknesses and match these skills with appropriate techniques and materials.
• Consult with curriculum committees studying such topics as textbook selection, vocabulary development, concept development, supplementary materials and the development of study skills.

ENVIRONMENT AND INSTRUCTION

• Model and create an environment oriented around learning and respect through a positive attitude, rapport with students, and managing classroom, small groups, and one-on-one interactions with students.
• Consult with teachers, BCBAs, BTs, and therapists to plan for students’ needs and required adaptations, modifications, and use of assistive/adaptive technology.
• Effectively embed assessments in instructional time.
• Foster positive and appropriate relationships with families and the wider community
• Implement and supervise positive behavior support plans as needed.
• Support each student’s social-emotional and behavioral growth through meaningful engagement

LEADERSHIP AND PROFESSIONAL RESPONSIBILITIES

• Provide frequent and appropriate information to families about the reading program and convey information about individual students' progress in a culturally sensitive manner.
• Use a repertoire of resources and strategies to support reading interventions.
• Engage in professional development to stay current on researched-based reading strategies and services, and seek additional resources and assistance as needed to meet the individualized needs of students.
• Understand the importance of the teacher serving as a role model and advocate for all students.
• Participate in student, staff and professional meetings including behavior management plans, functional analysis of behavior, eligibility, placement, IEP and annual reviews.
• Understand rights to privacy, demonstrates confidentiality, and respect for differences among all persons interacting with individuals with disabilities.
• Collaboratively work with K-8 school team by supporting the learning of other team members and assisting in implementing training opportunities.
• Promote interest in reading across grades K-8
• Maintain accurate records in the student information system (PowerSchool) and complete required paperwork in a timely manner, including progress reports, field trip forms, and IEP-related documentation in a timely and compliant manner, as well as all personnel-related documentation for absences or deviations from schedule.
• Maintain a positive, professional working relationship with team members, accept direction from supervisor and respond positively to constructive feedback, seek to grow professionally, and adhere to school policies and procedures
• Meet regularly with the Academic Program Director to communicate reading program, student, and team needs
• Attend family-teacher conferences to discuss student progress with caregivers
• Maintain an inventory of reading program supplies and need
• Serve as an ambassador for the school in interactions within the school, at conferences and professional development, and in the greater community

Job Qualifications:

• Fingerprint clearance through OSPI
• A clean background check through Washington State Patrol and Goodhire
• Bachelor’s Degree in Education or related field with experience or training in reading intervention required
• Masters degree and Special Education endorsement strongly preferred
• Three years of successful classroom teaching experience at the elementary school level required
• Experience working with students with autism and learners with varying access needs
• Demonstrated ability to collaborate with individuals
• Demonstrated understanding and use of equitable and culturally responsive practices
• Familiar with the Slingerland curriculum preferred

This job description in no way states or implies that these are the only duties to be performed by this employee. He or she will be required to follow any other instructions and to perform any other duties requested by his or her supervisor or the management of the school.

Position open until filled.

Academy for Precision Learning (APL) is an Equal Opportunity Employer and we grant equal employment opportunity to all applicants and employees without regard to race, color, national origin, marital status, disability, Vietnam Era Veteran status, age, religion, political affiliation, gender, gender identity or sexual orientation. It is the intent and desire of APL that equal employment opportunity will be provided in all phases of the employment relationship. APL is a Title VII employer and strictly prohibits any types of discrimination or harassment.