Elementary Reading Teacher

For consideration of your application, you must apply directly to our Frontline Application: https://www.applitrack.com/wawmsd/onlineapp/

Position Summary: The Reading Teacher works with students and staff to increase the academic performance of students in the area of literacy.

Qualifications:

• Wisconsin Department of Public Instruction Licensure in the following areas: (1) Elementary teacher certification; and Reading Teacher #1316 or #1317
• Five years' experience teaching, with a record of successfully impacting student achievement and working successfully with students who have the greatest need
• Knowledge of the Wisconsin State ELA StandardsAbility to work cooperatively and effectively with colleagues, including the ability to create and nurture a professional community of adult learners
• Demonstrated leadership qualities and strong interpersonal skills, including giving and receiving constructive feedback
• Ability to use student-level data to guide instructional decisions
• Ability to work effectively in a team environment
• Knowledge of inclusive classrooms and best practice for reading and writing instruction
• Willingness to participate in and lead instructional improvement through a coaching model
• Excellent oral and written communication skills
• Desire to continuously grow as a professional
• Ability to effectively present to small and large groups
• Literacy coaching experience (preferred)
• Knowledge of LETRS (Language Essentials for Teachers of Reading and Spelling) (preferred)
• Knowledge and skills related to response to intervention (RTI) (preferred)
• Experience with formative and summative assessment and progress-monitoring tools (preferred)
• Knowledge and experience using effective literacy intervention programs/strategies (preferred)

Essential Job Functions:

• Supports and assists teachers in the alignment of instruction to the WI ELA Standards and in effective implementation of instruction utilizing a core program
• Diagnoses, intervenes, monitors, and adjusts instruction to serve developing readers
• Supports teachers in the collection, analysis, and use of data to drive instruction
• Reports data on the effectiveness of literacy instruction
• Co-plans with teachers in the area of literacy
• Uses coaching strategies to assist classroom teachers in building inclusive classrooms and in delivering effective reading instruction for diverse learners
• Ensures systematic intervention aligned with MLSS practices
• Supports common District assessments at the building level
• Works collaboratively with grade-level teams to devise, plan, and implement effective interventions
• Builds strong relationships with teachers, administrators, and other coaches
• Assists teachers with resources, materials, and information to support classroom instruction and planning
• Assists teachers with planning and pacing of lessons, development of differentiated lessons, and selection of best practices to meet the needs of students
• Develops staff members' knowledge, skills, attitudes, and behaviors through a variety of professional development topics
• Develops coaching plans for teachers to ensure student improvement
• Develops systems and structures to improve teacher practice within schools
• Serves as role model for students in how to conduct themselves as citizens and as responsible, intelligent human beings
• Complies with the following requirement: The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the District
• Performs other duties as may be assigned

Essential Physical/Cognitive/Emotional and Supervisory Requirements:

• Ability to sit/stand for prolonged periods, 5 days a week full time
• Ability to move teaching materials, books, or equipment (up to 25 lbs).
• Sufficient vision and hearing to monitor students and respond to classroom needs.
• Manual dexterity to operate classroom technology (ex. computers, projectors, whiteboards).
• Ability to move around the workspace (ex. classroom and school building.)
• Occasional bending, kneeling, or reaching for materials or assisting students.
• Stamina to maintain energy throughout long school days.
• Ability to consistently tolerate noisy environments
• Ability to complete and assess assigned work for accuracy, neatness, and safety

Cognitive Requirements

These refer to cognitive abilities and intellectual demands:

• Strong organizational and time-management skills.
• Capacity to assess the quality of work and take steps to improve performance (Ex. accuracy or safety)
• Critical thinking for problem-solving and decision-making in classroom or other work management.
• Flexibility to adapt lessons or work flow to achieve desired outcomes.
• Attention to detail for documentation, and communication.
• Ability to manage multiple priorities and tasks simultaneously.

Emotional Requirements

• Emotional demands include the interpersonal and intrapersonal skills necessary for success:
• High degree of patience and empathy.
• Emotional resilience to handle challenges(ex. Changes in expectations, student behavior or conflicts, work flow etc).
• Strong interpersonal skills to build positive relationships with students, parents, and colleagues.
• Ability to remain calm and composed in high-pressure situations.
• Willingness to provide emotional support and encouragement
• Self-awareness and regulation of personal emotions in a professional setting.
• Commitment to growth, well-being, and exemplifying the West Way.

Supervisory Requirements

• These relate to responsibilities for overseeing students and sometimes other staff:
• Supervision of students in classrooms, hallways, playgrounds, field trips, and extracurricular activities.
• Enforcement of school policies and behavior expectations with students.
• Coordination with teaching assistants, aides, or volunteers (where applicable).
• Communication with parents/guardians regarding student performance and conduct.

The Board does not discriminate in the employment of administrative staff on the basis of race, color, national origin, age, sex, gender, including transgender (including gender status, change of sex, sexual orientation, or gender identity), pregnancy, creed or religion, genetic information, handicap or disability, marital status, citizenship status, veteran status, military service (as defined in 111.32, Wis. Stats.), ancestry, arrest record, conviction record, use or non-use of lawful products off the District's premises during non-working hours, declining to attend an employer-sponsored meeting or to participate in any communication with the employer about religious matters or political matters, or any other legally protected category in its programs and activities, including employment opportunities.

The employee shall remain free of any alcohol or illegal substance in the workplace in compliance with Policy 3122.01/4122.01 throughout his/her employment in the District.

The employee must be able to perform the essential functions of the position satisfactorily and, if requested, reasonable accommodations will be made to enable employees with disabilities to perform the essential functions of their job, absent undue hardship.The Employer retains the right to change or assign other duties to this position.