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Job Title: Part-Time Dyslexia Specialist

Reports to: Campus Principal

Dept./School: TBD Contract Days: 90

Primary Purpose:

Provide students identified with dyslexia and other related learning difficulties an individualized, intensive, multisensory, phonetic instructional program that includes a variety of writing, spelling, and reading components. Provide students the opportunity to make significant gains in reading and develop competencies and skills to function successfully in society.  

Qualifications:

Education/Certification:

Bachelor's degree from accredited university

Valid Texas teaching certificate with required endorsements for assignment

Special Knowledge/Skills:

Knowledge of reading, writing, and spelling instructional strategies

Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individualized Education Plan (IEP) goal setting process and implementation 

Ability to assess students for dyslexia

Ability to analyze, interpret, and use student data 

Strong organizational, communication, and interpersonal skills

Preferred:

CALT (Certified Academic Language Therapist)

LDP (Licensed Dyslexia Practitioner)

Experienced with RBD (Reading By Design)

Reading Specialist background

Experience:

Minimum of three (3) years of successful teaching experience.

Major Responsibilities and Duties:

Instructional Strategies

1. Attend and successfully complete all district-required dyslexia training.
2. Collaborate with students, parents, and other members of staff to develop an IEP through the ARD Committee process for each student assigned.
3. Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required. Prepare lessons that reflect accommodations for individual student differences.
4. Plan and use appropriate instructional and learning strategies, activities, materials, equipment, and technology that reflect understanding of the learning styles and needs of students assigned and present subject matter according to guidelines established by the Texas Education Agency, board policies, and administrative regulations.
5. Work cooperatively with classroom teachers to modify regular curricula as needed for students identified with dyslexia, in accordance with IEP or 504 guidelines.
6. Work with other members of staff to determine instructional goals, objectives, and methods in accordance with district requirements.
7. Participate in ARD Committee and 504 planning meetings.
8. Participate in selecting books, equipment, and other instructional media.
9. Maintain professional behavior and promote a positive image, appearance, and work ethic to represent the district.
10. Maintain confidentiality and handle sensitive information with discretion.

Student Growth and Development

1. Conduct assessments and ongoing progress monitoring of student achievement and use results to plan instructional activities.
2. Consult district and external resource personnel regarding students' educational, social, medical, and personal needs.

Classroom Management and Organization

1. Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
2. Manage student behavior in accordance with the Student Code of Conduct and the student handbook.
3. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

Other

1. Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members.
2. Keep informed of and comply with federal, state, district, and school regulations and policies for dyslexia specialists.
3. Compile, maintain, and file all physical and computerized reports, records, and other documents required.
4. Attend and participate in faculty meetings and serve on staff committees as required.
5. Follow district safety protocols and emergency procedures.

Supervisory Responsibilities:

Direct the work of assigned instructional aide(s).

Mental Demands/Physical Demands/Environmental Factors:

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment

Environment: Work inside, may work outside; regular exposure to noise

Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours