Reading Specialist- Elementary School

• Valid certification or eligibility as reading and writing specialist in assigned grades
• Advanced understanding of reading content and instruction
• Prior experience teaching in reading
• Experience with NH State Standards and Assessment
• Ability to analyze and use data to design, modify, and evaluate literacy curriculum, instruction, and assessment

• Requires knowledge in school rules, practices, and law; NH Department of Education rules and school requirements; and School Board policy. Also requires knowledge of NH Public School Standards; NH Curriculum Standards and Assessments; best practices in curriculum, instruction, and assessment; and instructional and behavioral interventions.
• Requires demonstration of strong collaborative, teaching, coaching, and leadership skills to support student programming and work in a team setting; problem solving skills to support student success; service-related people skills; verbal and written communication skills; organizational skills to balance demands of a multi-tasking position; data analysis and analytic skills to evaluate and recommend changes in instructional programming; operational skills in office equipment and technological instructional devices; technology skills in communication, student data management and analysis, and reporting; and other school requirements.
• Requires excellent attention to detail and follow through to meet school district requirements and confidentiality responsibilities due to student and staff issues.

• Demonstrates knowledge of current trends, ideas, and research in literacy.
• Demonstrate knowledge of the school’s literacy program.
• Establish goals for the literacy support program appropriate to the needs of students and
• school staff and the mission and vision of the school and district.
• Demonstrate knowledge of literacy resources, both within and beyond the school and district.
• Plan the literacy support program to align with the district and school goals, integrate with the
• overall school program, and improve teacher instruction and student learning.
• Develop a plan to evaluate the literacy support program.
• Create an environment of service, trust, and respect that promotes teacher and student learning.
• Establish a school culture for ongoing literacy program improvement and provide assistance using various means.
• Establish clear procedures for teachers to gain access to instructional support.
• Establish and maintain norms of behavior for professional interactions and communicate expectations for and monitors student behavior in compliance with school and district standards.
• Organize physical space to provide a welcoming environment and to enhance individual and group learning activities for students and teacher.
• Collaborate with teachers in the development and modification of instructional units and lessons and teach units as requested.
• Engage teachers in learning new instructional skills and students in acquiring new knowledge and skills.
• Share expertise with staff including teaching model lessons, modeling instructional strategies, providing individual and/or team consults, examining student work, presenting workshops, and facilitating study groups.
• Share expertise with staff on the design, implementation, and analysis of student assessments to guide instruction and improve school program and student learning.
• Collect and analyze student data from state, district, and school sources.
• Share student data with teachers to inform teaching and group students to address learning gaps and advance teacher instruction skills.
• Oversee student instructional intervention programs and recommend interventions including technological tools.
• Create and provide developmentally appropriate reading and writing instruction in individual and/or small group instruction to meet the needs of students.
• Implements the District Curriculum, Instruction, and Assessment Frameworks.
• Use real world books and materials to engage students in applying reading and writing knowledge and practice.
• Design formative and summative assessments to match learning objectives; Use a variety of student data to evaluate and assess student, teacher, and school needs in literacy.
• Examine assessment data individually and collaboratively to understand students’ progress and guide instruction. Provide timely feedback to students, teachers, school staff, and parents.
• Locate resources for students and teachers to support instructional improvement and keep an inventory of instructional and professional materials.
• Demonstrate flexibility and responsiveness to student and teacher needs. Revise instructional program and supports when needed to meet student, teacher, and school needs.
• Helps design and participates in school and/or district professional development activities to improve reading and writing.
• Helps design and participates in parent and family workshops to enhance reading and writing at home and school. Provide supplemental instructional materials to improve student learning.
• Exhibit personal interest and enthusiasm for reading and writing and literacy program.
• Advocate for a strong literacy program to meet all students’ needs.
• Be accountable for student learning.
• Engage students in understanding the importance of literacy practices. Help students to persevere. Encourage student reflection on prior knowledge, link new concepts, and make connections to experiences.
• Reflect on practice.
• Meet regularly with the School Principal to discuss successes, challenges, and needs of the literacy program.
• Participate in the professional community to build a shared vision, support a culture, identify goals, and monitor and evaluate progress toward goals to improve reading and writing teaching and learning.
• Serve on school/district literacy, data, reporting, and other committees in support of improved teaching and learning.
• Collaborate with families, teachers, and school staff to promote student growth and development in reading and writing.
• Engage in professional practice and development.
• Show professionalism, including integrity and confidentiality, in accordance with school district rules, regulations, and policy.

• Occasionally, Stooping. Bending body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full motion of the lower extremities and back muscles.
• Occasionally, Kneeling. Bending legs at knee to come to a rest on knee or knees.
• Occasionally, Crouching. Bending the body downward and forward by bending leg and spine.
• Seldom, Crawling. Moving about on hands and knees or hands and feet.
• Occasionally, Reaching. Extending hand(s) and arm(s) in any direction.
• Frequently, Standing. Particularly for sustained periods of time.
• Occasionally, Walking. Moving about on foot to accomplish tasks, particularly for long distances or moving from one work site to another.
• Occasionally, Pushing. Using upper extremities to press against something with steady force in order to thrust forward, downward or outward.
• Occasionally, Pulling. Using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion.
• Seldom, Lifting. Raising objects from a lower to a higher position or moving objects horizontally from position-to-position. This factor is important if it occurs to a considerable degree and requires substantial use of upper extremities and back muscles.
• Occasionally, Fingering. Picking, pinching, typing or otherwise working, primarily with fingers rather than with the whole hand as in handling.
• Occasionally, Grasping. Applying pressure to an object with the fingers and palm.
• Constantly, Talking. Expressing or exchanging ideas by means of the spoken word. Those activities in which they must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly.
• Constantly, Hearing. Perceiving the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations in sound.
• Occasionally, Repetitive motion. Substantial movements (motions) of the wrists, hands, and/or fingers.

• Sedentary work. Exerting up to 10 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met.
• The visual acuity requirements include color, depth perception, and field of vision.
• The worker is required to have close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; extensive reading; visual inspection involving small defects, small parts, and/or operation of machines (including inspection); using measurement devices; and/or assembly or fabrication parts at distances close to the eyes.
• The conditions the worker will be subject to in this position.
• The worker is not substantially exposed to adverse environmental conditions (such as in typical office or administrative work).

Contoocook Valley School District