*19/20 Certificated by Location/Specialist: Inst Coach, K3 Literacy, intervention
7.5 hrs/ 1.0 FTE
CERTIFICATED TEACHER - K-3 ENGLISH LITERACY DEVELOPMENT
The English Literacy Development Teacher should be able to teach the full reading curriculum including a specialized knowledge of early literacy acquisition. Candidates will work closely with the general education teachers, instructional coaches, ELL and Special Education Teachers, and the building leadership team to support the implementation of a comprehensive K -5 English Language Arts curriculum.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- Teach the adopted curriculum with appropriate scaffolds and differentiation, including small group push in, and regularly evaluate student progress toward attainment of learning objectives.
- Participate in co-planning and co-teaching and provide push-in small group instruction in support of implementation of a comprehensive English Language Arts curriculum, with particular emphasis on students that are below-standard in early literacy skills.
- Provide oral language and vocabulary development, reading skills and strategies, writing, and reading comprehension skills in small groups for students who are below standard with an emphasis on grades K-3. Analyze assessments to determine the balance of oral language and guided reading in student areas of need and instructional strategies that will best support students in the core classroom.
- Work cooperatively with others in achieving common goals supporting student achievement in oral language development, reading skills and strategies, writing, and reading comprehension.
- Participate in data analysis, progress monitoring, and provide appropriate assessment of students.
- Provide differentiated instruction for all students, including those qualified for students with disabilities, , ELL students, and any students that are traditionally underserved,
- Establish and maintain standards of student behavior to achieve an effective learning atmosphere.
- Provide for individual learning needs of students under his/her direction.
- Work cooperatively with others in achieving common goals supporting Professional Learning Communities.
- Oversee and give guidance to paraeducators working with oral language and reading intervention groups.
- Promote an understanding of the District’s strategic planning goals—particularly for early learning—with parents through participating in conferences and other related activities with staff and families.
- Engage in activities which promote personal professional growth.
- Participate in required District professional development opportunities and work with the district Department of Teaching for Learning Coordinators and Facilitators on improving instructional practice of self and others providing oral language and reading interventions.
- Maintain regular attendance; adhere to board policy and mutually bargained leave and attendance terms as stated in the collective bargaining agreement.
- Perform appropriate tasks as designed by the principal/program head or department head in relation to the responsibilities listed above.
Education and Experience
Current Washington State Teacher’s Certificate with Elementary Education, English Language Learners (ELL), or Reading Endorsement
Work scheduled hours on a consistent basis
CONDITION OF EMPLOYMENT:
Criminal background clearance
Current trends and practices in education
Instructional theory and its application
Techniques to motivate student learning via inquiry, discussion, and application of knowledge
Organizing the physical and human elements in the educational setting
Instructional and non-instructional human dynamics
Standards-based instruction and familiarity with Washington State Essential Academic Learning Requirements
School board policies and procedures
Engage in high-level dialogue while also following through on detail-oriented tasks.
Be an effective leader in an educational setting
Implement appropriate literacy instructional strategies for students.
Develop and implement appropriate positive behavior interventions for students.
Articulate the shifts and implement the Washington State Learning Standards (Common Core).
Continue personal and professional growth
Communicate effectively verbally and in writing.
Maintain effective working relationships with other people.
Operate a variety of modern office equipment including microcomputers and related software.
Provide instructional leadership
Organize and set priorities
Work independently with minimal supervision.
Exercise good judgment and maintain confidentiality.
Adapt instructional materials and strategies to accommodate the wide range of skills which exist in a classroom.
Apply current trends and practices in education
Teach in a multi-cultural and mainstream setting
Use technology to enhance instruction
Be fair and consistent with all students
Provide guidance and assistance to students
Meet responsibilities in a punctual and reliable manner
Comply with school board policies and follow administrative procedures.
Organize and perform job responsibilities efficiently and independently without close supervision and able to pay strict attention to detail
Speak, read and follow written or verbal communications
Practice effective safety and security within individual work routines
Develop and maintain positive customer relations with staff and service providers
Work collaboratively with District staff and promote teamwork with co-workers
Practice ethical and professional standards of conduct including the requirements of confidentiality
Relate effectively with parents, staff, students and the public in a multicultural and multiracial community
Perform job responsibilities with or without reasonable accommodations
REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:
Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools’ commitment to “Each Scholar: A Voice. A Dream. A Bright Future.”
Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to sit, stand, and walk. The employee frequently is required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee is occasionally required to reach above and below their shoulders and bend/twist at the waist. The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, and ability to adjust focus.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee regularly works in indoor conditions and regularly works near video display. The noise level in the work environment is usually moderate.
This position is a school year position. 7.5 hours per day, 180 days per year.
Position reports to and will be evaluated by the building administrator, or designee.
Federal Way Education Association (FWEA)
LEVEL OF COMPENSATION
Federal Way Education Association (FWEA) Salary Schedule
The preceding list is not exhaustive and may be supplemented as necessary. The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required, but should not be considered an all-inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed.
All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.
Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.