The posting
•Develop and use assessment strategies, traditional and alternative, to analyze and identify reading problems and to assist the continuous development of students. •Interpret data including but not limited to standardized and other test results for diagnosis, instructional planning and program evaluation. •Communicate, in understandable terms, individual student progress to the student, parents, and professional colleagues who need access to the information. •Assist in assessing changing curricular needs and plans for improvement, review and revise reading curriculum, and monitor its implementation and results. •Advise and collaborate with the classroom teacher to provide a balanced reading program. •Assist with the selection of appropriate reading resources related to identified needs at the school site. •Use a variety of instructional strategies appropriate for teaching students from diverse backgrounds with different learning styles and special needs and which enhance the application of critical, creative and evaluative thinking capabilities. •Use appropriate material, technology, and other resources to help meet learning needs of all students. •Participate in meetings and training as needed. •Perform other duties as assigned. Qualifications/Requirements •Bachelor’s Degree from an accredited educational institution. •Massachusetts Certification of Special Subject Reading. •Certification or extensive experience in Orton-Gillingham or Wilson Reading. •3 years of successful teaching experience. •Experience in presenting educational training programs with a demonstrated knowledge and practice of language Arts or reading preferred. •Valid Massachusetts teacher certification in appropriate area. •Reading certification required. •Knowledge of learning styles. Ability to use varied teaching methods. Knowledge of current trends, research and best practices related to reading instruction. •Interpersonal Skills: Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; relationship building; and teamwork. •Language Skills: Ability to communicate fluently verbally and in writing. Ability to read and interpret documents such as safety rules, IEP’s, operating and procedure manuals and government regulations. Ability to write routine reports and correspondence. •Other Skills and Abilities: Able to quickly respond and adapt to challenging, fast-paced, dynamic environments; strong planning and organizational skills; Ability to assess levels of student achievement effectively, analyze test results, and prescribe actions for improvement. •Active Listening- Give full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. •Learning Strategies- Select and use training/instructional methods and procedures appropriate for the situation when learning or teaching new things. •Social Perceptiveness- Awareness of others' reactions and understanding why they react as they do. Physical Demands/Environmental Factors •Physical activity maybe part of this role. •Often sitting/standing for extended periods. •Light lifting from 5 – 15 pounds. •Ability to use physical restraint on students, but only in an emergency to prevent injury and only if the aide has been properly trained.
