The EPO MOA with the RTA governs the employment for teachers at East. Teachers interested in applying to East should read the EPO MOA which can be found here http://www.rcsdk12.org/Page/49012 . Teachers receive a stipend of $11,377.50 for the additional expectations for teaching at East, including a longer workday. Certified bilingual teachers are eligible for an additional stipend of up to 10% of their base salary based upon the number of bilingual classes they teach. Please see the following job descriptions for these positions. If you are interested in applying, please send a letter of intent and resume to Carleen Pierce at carleen.pierce@rcsdk12.org . You may also contact Carleen via email if you have any questions.

FUNCTIONAL DESCRIPTION OF UNIT :

• Provide Coordinated Early Intervening Services (C.E.I.S.) to general education students who need additional assistance in acquiring the skills necessary for reading success.
• Support students in acquiring reading skills that will enable them to be engaged in literacy and develop the necessary reading skills for success in the Common Core.
• Support reading skill improvement through phoneme segmentation, vocabulary and fluency, comprehension strategies, initial sounds and letter-naming.
• Observe and address the specific needs of a child by providing direct, push-in, parallel supports with pull-out supports as needed.
• Work with other teachers to help with reading problems.
• Design interventions based on a child’s learning style or needs.
• Conduct assessments to determine a student’s reading level.
• Guide students through reading and writing activities.
• Consult with parents and recommend at-home reading activities.
• Coordinate school-wide reading and literacy programs.
• Consult with classroom teachers to plan and communicate student progress.

ESSENTIAL FUNCTIONS :

Standards and Assessment:

• Be committed to a data driven instruction decision-making framework.
• Plan, develop, and facilitate literacy skill development based upon world class standards of performance for all students.
• Plan a literacy program and provide intervention that meets the individual needs, interests and abilities of students.
• Design developmental learning experiences that stimulate inquiry, creativity, discovery, and active student engagement.
• Teach to specific learning styles.
• Utilize performance-based, content-appropriate, and authentic assessment instruments to monitor student performance and achievement.
• Demonstrate content matter knowledge and content-related skills.
• Engage in the consistent practice of reviewing student work to plan instruction.
  Learning Environment:

• Utilize instructional resources and information technology systems to achieve world class standards.
• Design instructional strategies that celebrate and reflect multiculturalism.
• Develop and manage a safe learning environment.
• Create an environment that is conducive to learning and appropriate to the developmental maturity and interest of students.
• Model, exemplify, and teach values that strengthen and protect the fabric and cohesiveness of a democratic society.
• Guide the learning process aligned with the Common Core Standards and establish clear objectives for all lessons, communicating these objectives and outcomes to school staff, students, and parents/guardians, etc.
• Create, enrich, maintain, and adjust the learning environment to capture and sustain the interests of the students.
• Employ instructional strategies and resources that are most appropriate for meeting student goals.
• Analyze and utilize a variety of achievement data and collaborate with school leadership, teachers and staff to plan for improving literacy outcomes for students.
• Diagnose the learning abilities and disabilities, as applicable, of students on a regular basis, seeking the assistance of district specialists as required.
  
  Community Services and Support:

• Utilize opportunities for neighborhood and community involvement to support student performance.
• Participate in professional development activities in collaboration with community partners to support student performance.
  High Performance Organization:

• Work collaboratively and professionally with all members of the staff and school community.
• Collaborate with staff, students and parents on a regular basis and work cooperatively with staff, superiors and the community.
• Support the school-based planning process and its decisions.
• Establish a professional, daily schedule as aligned with the school’s Master Schedule and operating time to provide direct supports to students during the instructional day.
• Assist the administration in implementing all policies and/or rules governing student life and conduct, develop reasonable rules of behavior and procedure, and maintain order in a fair and just manner.
• Collaborate with staff to enhance student performance and the quality of the school.
• Participate in professional development opportunities and implement activities for self-improvement and to meet District expectations.
• Strive to maintain and improve professional competence.
• Respond positively to supervision.
• Attend meetings and serve on school and district committees as appropriate.
• Follow New York State Education Department's regulations.
• Research and share information on new developments in reading with staff.
  Public Engagement:

• Initiate parent and community involvement to support student achievement.
• Involve parents/guardians in school and learning activities.
• Initiate meaningful and regular communication with parents in a variety of ways that are clear and supportive to meet the needs of the student’s family.
• Respond to parents to meet their interests and needs.
  Physical Demands:

• Ability to move around the classroom to facilitate and monitor learning.
• Ability to pick up and carry items to and from classroom/office when assigned a classroom, reassigned class/office or transferred to another building.
• Actively supervise and monitor class during school events.
• Actively supervise and monitor class/students before, during and after school.
• Pick up and drop off class/students before, during and after school (bus/arrival/specials, etc.).
• Able to rearrange classroom set-up for optional learning opportunities.
• Ability to organize and maintain classroom appearance.
• Must be in the building no later than the scheduled arrival time for teachers.
• Understand that students are your responsibility until they are off school grounds (bus, parent or guardian, and walkers). Assure the safety of all students during dismissal or an alternative that has been made prior to re-entering the building.
• Make sure to dress for the elements before and after school – also model appropriate dress for outside elements (recess/outside activities).
• Responsible for knowing how your students travel to and from school.
  
  EVALUATION : Performance of this job will be evaluated annually in accordance with provisions of the Board’s policy on Evaluation of Professional Personnel.

EDUCATION, EXPERIENCE, AND CERTIFICATION

New York State Reading Specialist Certification (Permanent, Initial or Professional) in Reading or Literacy.