CERTIFIED MOVE ON WHEN READING SPECIALIST (MOWR)
Grades K-3
FOUR DAY WORK WEEK FOR SCHOLARS AND EMPLOYEES!
Cartwright School District is the second-largest elementary school district in Arizona, with over 14,000 culturally diverse students in Pre-Kindergarten to 8th grade classrooms. We are rated “Highly Performing” by the U.S. Department of Education. We offer a competitive salary, a team-oriented atmosphere, unmatchable staff development and a FOUR-DAY work week!
JOB GOAL
To build K-3 teacher capacity and student success in English Language Arts through coaching First Best Instruction (FBI) and by providing student intervention through our District Multi- Tiered System of Supports (MTSS)
QUALIFICATIONS:
Valid Arizona Teaching Certificate
A minimum of 3 years of teaching experience with excellent evaluations
Must hold a Reading Endorsement
Holds a Dyslexia Training Designee Certification or is willing to obtain this within one year of hire date
Demonstrates knowledge of the Move On When Reading Legislation or willingness to learn
Demonstrates knowledge of Multi-Tiered System of Supports (MTSS)
Demonstrates knowledge of 21st century technology or willingness to learn
Demonstrates proficiency in teaching early literacy evidenced by principal’s evaluations and student achievement
Demonstrates knowledge of AZCCRS and instructional materials for English Language Arts
Demonstrates knowledge of and works effectively in a professional learning community
Demonstrates knowledge of curriculum, instruction and assessment as they relate to each other and influence student achievement
Demonstrates ability in working with diverse populations (ELL, gifted, Special Education)
Works collaboratively with district and school site
Holds high expectations for her/himself and colleagues, as well as students
Continues professional development in the area of research-based exemplary practices in curriculum, instruction and assessment
Evidence of strong interpersonal skills
Understands and applies knowledge of adult learning theory
Demonstrates ability to communicate in oral and written form
Demonstrates knowledge and understanding of updated best practices in language arts including scientifically based reading research (SBRR) and scientifically based reading instruction (SBRI) related to K-3 students
Understands the purpose and specifics of core reading programs, supplemental and intervention programs and serves as a guide to the K-3 staff to effectively use these programs
Ability to navigate AIMSWeb Plus, ATT assessment software
Such alternatives to the above qualifications as the Governing Board may find appropriate and acceptable
PERFORMANCE RESPONSIBILITIES
Supports site and district administration with the site professional development plan through facilitation and / or participation in grade level meetings, site professional development and staff meetings.
Participates and takes initiative as an essential contributing member of the K-3 Literacy Team.
Provides Tier II and Tier III reading interventions.
Supports K-3 Literacy Team at site.
Provides ongoing updates to school principal and Educational Services on status of all K-3 students (i.e., deficiency letters, individual learning plan and progress monitoring data).
Facilitates, prepares, posts and updates K-3 data walls based on school and district expectations.
Ensures that Move On When Reading Deficiency letters are distributed in a timely manner.
Meets and collaborates with administration and MOWR district specialist regarding the progress of the K-3 Literacy Team and reading instruction.
Participates in professional development at the district and school site.
Attends leadership meetings with Educational Services and school administrator.
Collaborates with Educational Services to design and implement strategic interventions for the site including monitoring and overseeing intervention lab.
Analyzes and organizes individual assessment results and state assessment results to determine areas of weakness and shares strategies to address weaknesses through prescriptive intervention.
Collaborates with special education SEI and general education teachers to implement a multi-tiered system of support.
Provides specialized instructional strategies and a plan for staff members on appropriate intervention (Tier I, II and III) in reading instruction for students.
Prepares appropriate lesson plans for reading intervention for students and provides support for teachers on progress monitoring and all reading assessments.
Selects and uses district intervention programs, appropriate for students with fidelity.
Models First Best Instruction K-3 for classroom teachers (Tier I).
Facilitates teacher collaboration on components such as progress monitoring, instructional intervention, data analysis and reporting results on a timely on-going basis.
Continues professional growth through participation in educational meetings and defined professional growth opportunities, reading professional literature, and exchanging ideas with colleagues.
Understands and interprets assessment data, both formal and informal, to inform instructional decisions.
Collaborates with each K-3 teacher (mainstream, ELL, Special Education, Gifted) and provides in-class support through modeling, team teaching and/or observing
Collaborates with all interventionists and school staff to improve student achievement.
Observes and monitors reading instruction and provides teachers with essential feedback.
Knowledge, Skills and Abilities
Knowledge of current teaching methods and educational pedagogy, as well as differentiates instruction based upon student learning styles.
Knowledge of elementary school curriculum and concepts.
Knowledge of data information systems, data analysis and the formulation of action plans.
Knowledge of applicable federal and state laws regarding education and students.
Ability to use computer network system and software applications as needed.
Ability to organize and coordinate work.
Ability to communicate effectively with students and parents.
Ability to engage in self-evaluation with regard to performance and professional growth.
Ability to establish and maintain cooperative working relationships with others contacted in the course of work
TERMS OF EMPLOYMENT
REPORTS TO: Site Administrator
LOCATION: District-wide
SUPERVISES: NA
CALENDAR: Teacher Calendar; As approved by the Governing Board
JOB CATEGORY: Certified
BEGINNING SALARY: Certified Salary Schedule; As approved by the Governing Board
BENEFITS: As approved by the Governing Board
FLSA STATUS: Exempt
DEADLINE FOR APPLICATION: Until filled