] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → INSTRUCTIONAL SPECIALIST READING INTERVENTION AND DYSLEXIA

Sorted by job title: A - C | D - H | I - Q | R - Z

Instructional Specialist Reading Intervention and Dyslexia

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Instructional Spec CODE: 0833 SQ/OQ: Not Applicable
WORKING TITLE: Instructional Specialist Reading Intervention and Dyslexia GRADE: BD MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: Under direction, collaborates with team members, school staff, and stakeholders to implement curriculum, interventions, assessment, and professional development related to targeted reading instruction. Uses thorough knowledge of structured literacy, characteristics of dyslexia, and critical components of effective foundational skills instruction to provide professional development, coaching, and modeling to teachers in the delivery of a broad range of literacy interventions. Implements a variety of assessments and analyzes multiple sources of data to align and monitor literacy instruction and interventions to address a range of reading needs, including dyslexia. Communicates and collaborates with staff, parents, and members of the community.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Thorough knowledge and experience in the implementation of a broad range of literacy interventions and the development and delivery of professional development in these interventions. Ability to provide effective coaching and modeling to teachers in the delivery of literacy interventions. Thorough knowledge of structured literacy and the critical components and principles of effective foundational reading skills instruction. Thorough knowledge of foundational concepts in the development of oral and written language, as well as the structure of language. Awareness and proficiency with technology applications and a thorough understanding of how students can utilize these applications in varying environments (classroom, small group or individual settings, home, etc) when needed as accommodations. Thorough knowledge of the characteristics of dyslexia and current practices on screening, evaluation, and instructional methodologies to support students identified with dyslexia. Ability to support schools in the collection, interpretation, and analysis of multiple sources of data to identify targeted needs of students and align appropriate literacy instruction and interventions to support these needs. Ability to implement a variety of formal and informal assessments that examine students' skills in phonological awareness, phonics, fluency, and comprehension. Ability to collaborate with school leaders and school-based teams to schedule, implement, and monitor progress on a continuum of reading instruction and interventions that address a varied range of reading needs within a school building. Ability to collaborate with parent and community organizations. Thorough knowledge of the Multi-Tiered Systems of Support and ability to support schools in identifying and planning for core reading instruction and intervention in alignment with the Multi-Tiered Systems of Support. Thorough knowledge of effective instructional practices for all types of learners, especially students with disabilities, English Learners (ELs), and highly able learners. Thorough knowledge of Universal Design for Learning, effective differentiation, equitable practices, and the role of culturally relevant curriculum development and implementation. Thorough knowledge of Maryland College and Career Readiness Standards and MCPS curriculum. Knowledge of the MCPS Strategic Plan. Excellent organizational, oral and written communication, and human relations skills.
EDUCATION, TRAINING, AND EXPERIENCE: Masters degree or equivalency, Courses in curriculum development, reading acquisition, early childhood, special education, assessment/evaluation, administration and supervision, reading specialist, staff development, English Speakers of Other Languages (ESOL), or accelerated and enriched instruction. Five years experience as an outstanding classroom teacher, especially elementary. School-based instructional leadership desirable. Successful experience developing and supporting curriculum implementation or developing, coordinating and conducting professional development, community partnerships, and parent outreach activities. Training and/or certification in Orton Gillingham methodologies or certified dyslexia practioner preferred. Training and experience in delivering components of structured literacy. Proficiency in planning and delivering instruction aligned to best practices in delivering instruction to students with a range of reading needs, including those with dyslexia. Has designed and provided professional learning experiences to a variety of audiences.
CERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland State certification requirements as an elementary or middle school teacher, ESOL or special education teacher, reading specialist, or any of the other certification areas in the Elementary Integrated Curriculum.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) Must be able to move materials/equipment to and from different training sites frequently..
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) : Occasional evening and weekend work required to meet deadlines and collect user feedback.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

Note: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or ability associated with this classification, but is intended to accurately reflect the core job elements.)

Designs and delivers professional development on: the characteristics of dyslexia and the current best practices on screening, evaluation, and instructional methodologies to support students with dyslexia; the identification of Evidenced-based reading strategies and interventions; Structured Literacy and the critical components and principles of effective foundational reading skills instruction.

Develops on-line resources for staff, parents, and community members on dyslexia, the evaluation and identification process of students suspected of having dyslexia, current instructional methodologies, and MCPS initiatives to support students with dyslexia.

Provides on-going coaching and support to teachers in the delivery of core foundation reading instruction, evidenced-based strategies, interventions, and accommodations of curricula as needed for students identified with characteristics of dyslexia or dysgraphia according to guidelines established in 504 Plans and/or individualized education plans or the general UDL classroom.

Collaborates with school and system leaders in the evaluation and implementation of evidenced based core instruction and intervention programming.

Collaborates with school improvement and special education teams by providing expert knowledge of dyslexia and related disabilities, appropriate strategies, interventions, progress monitoring, and possible accommodations.

Collaborates with school leaders and school-based teams to develop master schedules that support the delivery of a continuum of reading instruction and interventions and monitor the fidelity of implementation of reading interventions.

Establishes profiles for the range of interventions and supports schools in developing a system of on-going progress monitoring for students receiving targeted reading interventions.

Facilitate data collection in order to analyze the effectiveness of programs throughout a multi-tiered system of support.

Collaborate with school teams to analyze data in order to select and ensure coordination of the continuum of instruction and intervention services.

Supports schools in the selection and implementation of a variety of formal and informal assessments that will assess students¿ skills in phonological awareness, phonics, fluency, and comprehension.

Reviews field appropriate literature and research studies and reports to support and disseminate instructional best practices that develop content knowledge and skills, critical and creative thinking, and academic success.

Understands and applies principles of performance evaluation and professional growth standards for employees.

Performs related duties consistent with the scope and intent of the position.
Class Established: 7/2019
Date(s) Revised:
Last Reviewed:

This description may be changed at any time.