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Dyslexia Teacher, full time, Garland Vista

Primary Purpose:

Position Summary:

The Dyslexia Teacher (general education position) will conduct the dyslexia intervention program for all

dyslexia students. In addition to these duties, the Dyslexia Teacher will serve the student population as a

formative phonetics resource to students struggling in the areas of reading fluency and early phonetic

comprehension.

Qualifications:

Education/Certification

Must have a Bachelor's degree from an accredited four-year College or University, preferably inthe area of Special Education.

Valid grade level (EC-6 or 4-8 Generalist) or content area certification required for selectpositions.

Dyslexia Certification preferred but not required.Experience

2+ years of Dyslexia teaching experience in a Public School is preferred.Required Knowledge. Skills, and Abilities (KSAs)

Must have a passion for students, especially students with reading disorders. Must have the ability and patience to work interactively with students. Advanced knowledge of and compliance with federal and state dyslexia and reading disorder

laws.

Working knowledge of and compliance with individualized services for students. Knowledge of the development and implementation of the Individual Education Plan (IEP)

process.

Strong organizational, communication, and interpersonal skills. Strong computer skills to implement multiple and diverse programs. Excellent verbal and written communication skills. Must be able to learn and implement teaching curriculum software programs and instruct

students on utilization.

Must have the ability to communicate effectively with all levels of students, their parents, thecommunity, peers, administrative staff, Campus Directors, Superintendents, and corporate staff.

Must have the ability to effectively interpret policy, procedures, and student data such asdiagnostic test results, state assessments scoring, transcripts, and grade point average.

Must have the ability to transition with district, campus, and/or department changes. Must have ability to communicate effectively with and receive guidance from supervisors Must have ability to manage multiple priorities effectively. Must have ability to develop and maintain effective working relationships. Must have ability to travel as necessary.

Preferred KSAs General knowledge of academic curriculum.

Responsibilities and Duties:

The Dyslexia Teacher applies knowledge of the interrelated components of readingacross all developmental stages of oral and written language and has expertise in

reading instruction at the levels of early childhood through grade 12.

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The Dyslexia Teacher uses expertise in implementing, modeling, and providingintegrated literacy assessment and instruction by utilizing appropriate methods and

resources to address the varied learning needs of all students.

The Dyslexia Teacher recognizes how the differing strengths and needs of individualstudents influence their literacy development, applies knowledge of primary and

second language acquisition to promote literacy, and applies knowledge of reading

difficulties, dyslexia, and reading disabilities to promote literacy.

The Dyslexia Teacher understands the theoretical foundations of literacy; plans andimplements a developmentally appropriate, research-based reading/literacy

curriculum for all students; collaborates and communicates with educational

stakeholders; and participates and takes a leadership role in designing,

implementing, and evaluating professional development programs.

Collaborate with general education teachers and administrators to provide dyslexiaaccommodations and services to dyslexia students.

Ensure student individualized education programs (IEPs) are appropriately writtenand implemented.

Ensure that student progress is evaluated on a regular basis, and that the findingsare used to make dyslexia services more effective.

Plan the necessary time, resources, and materials to support general educationteachers in accomplishing educational goals of students receiving dyslexia services.

Assist the campus administrator with the Response to Intervention process. Demonstrate support for the campus's student management policies and assist

with behavior management strategies as they relate to students with dyslexia.

Establish and maintain open lines of communication by conducting conferenceswith parents, students, teachers, and administrators.

Recommend sound policies to improve dyslexia program. Perform special projects, during and after normal business hours, and other duties

as assigned.

Travel as required.

Equipment Used:

All equipment required to perform jobs duties and task previously described.

Physical / Environmental Factors:

The physical demands are representative of those that must be met by an employee to successfully

perform the essential functions of this job. Reasonable accommodations may be made to enable

individuals with disabilities to perform the essential functions.