Job Description:

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