Job: Dyslexia/504 Coordinator

Title Dyslexia/504 Coordinator
Categories Full Time, Irving Elementary
Job Information

 


Position: Dyslexia/504 Coordinator

Department: Faculty

Reports to: Principal

Location: Irving Elementary

Hours: 7:15 am – 4:30 pm

FLSA Status: Exempt


Days Worked:    187


 

 

Summary

This person will also use data to intervene and fill in gaps in literacy. This person should have a background in building phonics skills in students so students can improve their reading level and access grade-level material in class. This teaching positon is funded with 100% IDEA B funds.

Design Overview

Manara Academy use the Expeditionary Learning model that emphasizes high achievement through active learning, character growth, and teamwork. The five Expeditionary Learning core practices—learning expeditions, active pedagogy, school culture and character, leadership and school improvement, and structures—work in concert and support one another to promote high achievement. Rigorous investigation of deep content, the creation of authentic products for an authentic audience, and effective instructional practices character growth and teamwork. What follows are brief descriptions of the core practices, and then the job responsibilities associated with each. Job requirements specific to each position are listed at the end of the document.

Learning Expeditions

In Expeditionary Learning schools learning expeditions are the primary way of organizing curriculum. Learning expeditions feature linked projects that require students to construct deep understandings and skills and to create products for real audiences.

Active Pedagogy

Teaching and learning are active and engaging in Expeditionary Learning classrooms. Effective instructional practices promote equity and high expectations: they make the content of expeditions come alive, ensure that all students think and participate, and allow the teacher to know all students and their thinking well. Knowledge of each student’s level of understanding and participation leads teachers to differentiate instruction.

Culture and Character

An Expeditionary Learning school culture is developed and sustained through practices that bring the community together, promote shared understandings, and encourage all community members to become crew, not passengers. Physical and emotional safety, respect and courtesy, and a disciplined environment characterize the climate in an Expeditionary Learning school. Classrooms are managed through the practices of the Discovery Program and measured using the Habits of Work. Teachers foster student character through challenging academic work, service, and the expectation that students are courteous, respectful, and compassionate. School leaders, teachers, and staff in Expeditionary Learning schools are members of a community of learners. Professionals work together to share expertise, improve the school’s program, build background knowledge in their disciplines, and model collaborative learning for students. Staff culture is characterized by a respectful collegiality where teachers resist judgment and blame, and support each other in improving practice.

Leadership and School Improvement

Leaders in Expeditionary Learning schools create a professional community that focuses on curriculum and instruction as the primary vehicles for improving student achievement and school culture. Teachers and school leaders in Expeditionary Learning schools collect data to understand student achievement, assess teaching practices, and make informed decisions about instruction.

Structures

In Expeditionary Learning schools the schedule and calendar serves instructional and curricular priorities. While each schedule is unique to a school and its constraints, there are key features that all Expeditionary Learning school schedules have in common: lengthened periods of class time, opportunities for integration of the disciplines, and common professional development time for teachers. The schedule accommodates project work, fieldwork, service learning, and flexible groupings of students. Time is scheduled during the school year and summer for whole-school professional development and collaboration across grade levels and subject areas. The calendar allows adequate time for orientation, intensives and related travel opportunities.

TEACHER RESPONSIBILITIES

  • Serve as the district-wide Response to Intervention (RTI) Coordinator; Facilitate related services for RTI students.
  • Develop, implement and evaluate the district-wide Dyslexia Intervention Program.
  • Develop, implement and evaluate a summer school dyslexia academy for eligible students.
  • Develop, implement and evaluate literacy initiatives and response to intervention strategies and activities.
  • Establish a district-wide system for problem identification, analysis, intervention design and implementation for RTI, Dyslexia, and 504.
  • Manage organizational demands of RTI, Dyslexia, and 504.
  • Plan, implement, and manage the department budget to ensure provision of resources are aligned with identified needs.
  • Organize and support collaborative teaming and action plan development and implementation.
  • Support common vision for program improvement and student achievement.
  • Identify, analyze and apply research and data findings to promote student and program improvement.
  • Analyze student assessment data and recommend appropriate intervention/improvement strategies.
  • Ensure support for family, student, and community involvement
  • Develop, implement and conduct professional learning specific to program needs, district needs and national standards.
  • Develop and conduct parent awareness training to parents of identified RTI, dyslexic and 504 students.
  • Demonstrate and maintain current knowledge, understanding and skill appropriate to job assignment.
  • Keep informed of and comply with state, district, and federal policies, including daily attendance, punctuality and confidentiality.
  • Compile, maintain and file all reports, records and other required documents.
  • Work independently and handle multiple priorities and deadlines.
  • Other duties as assigned

QUALIFICATIONS

Candidates must:

  • Meet “Highly Qualified” criteria per NCLB
  • Three (3) years teaching
  • Minimum two (2) years leadership (non-classroom) at the campus or central office level
  • Experience working with Special Education
  • Teacher Certification
  • Master’s Degree from an accredited four-year college or university
  • Maintain an unyielding commitment to students’ learning: No limits, no excuses
  • Boast an unfailing sense of humor
  • Love deep content
  • Be determine to reflect and improve instructional practice
  • Appreciate child developmental needs and different learning styles
  • Thrive in a diverse, intellectually challenging, startup environment

Ideal candidates:

  • Educational Diagnostician and/or Master Reading Teacher experience preferred
  • Have successful experience working in nontraditional school environments
  • Demonstrates facility developing project-based curriculum
  • Hold an advanced degree in Education or specialty field (reading, special education, math, curriculum development, science, etc.)
  • Ability to communicate effectively in both written and oral forms with all levels of management, both internal and external to the district.
  • Ability to establish and maintain effective working relationships both internal and external to the district.
  • Ability to organize special programs for assigned campus(es).
  • Ability to analyze data
  • Ability to use effective interview techniques, effective public speaking skills, and problem solving skills

COMPENSATION AND DEVELOPMENT

  • Competitive Salary
  • Medical Benefits
  • TRS Benefits
  • Performance Bonuses
  • Weekly Professional Development
  • On-going Professional Development with Expeditionary Learning School including one-on-one technical assistance with ELS staff
  • Annual evaluations of teaching performance are performed by Manara Academy’s Director of Education and Principal of the school.

This job description has been reviewed with me and I fully understand the requirements. I am able to perform the essential functions of this job.

Employee’s Signature:                                                                         Date: _________________

Supervisor/Witness:                                                                                        Date: _________________

Manara Academy provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Manara Academy complies with applicable state and local laws governing nondiscrimination in employment.

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