2018-2019 Part-Time Facilitator, Dyslexia (Grant)
- 2018-2019 Part-Time Facilitator, Dyslexia (Grant) JobID: 2491
- Position Type:
Specialists - Teacher
- Date Posted:
Caprock Elementary   Job Title: Dyslexia Facilitator (GRANT) Wage/Hour Status: Exempt
- Model core organizational beliefs and values; communicate openly and effectively within and across teams and manage resources to effectively support District goals.
- Assist in analyzing the critical needs in assigned areas and conducting team efforts to design, implement, measure and refine assigned programs.
- Provide supplemental program support and service delivery; communicate effectively within and across teams and participate in cross-functional work groups.
- Implement vertical and horizontal systems integration initiatives to support identified students at all levels.
- Serve as a resource for principals, teachers, campus, and community related to research-based strategies.
- Assist in research of materials to target instructional needs of identified dyslexic students.
- Facilitates delivery of professional development for instruction that includes the integration of technology for identified dyslexic students.
- Assist in planning for and implementing District instructional goals in specified subject area to meet the needs of identified students; apply current educational research along with instructional strategies to aid the teaching and learning processes in specified subject area.
- Assist in program model development for identified grade levels based on current research and District data.
- Plan, develop, and facilitate the purchase of curriculum materials and supplemental supplies for specified subject areas as identified in dyslexia grant summary and/or personal work papers.
- Comply with policies established by federal and state law, State Board of Education rule, and the local board policy.
- Compile, maintain, and file all physical and computerized reports, records, and other documents required.
- Comply with the Professional Code of Ethics and Standard Practices for Texas Educators.
- Perform other related duties as assigned.
- Thorough knowledge of curriculum and instruction in dyslexia models and programs
- Skill in evaluating an effective curricular program
- Skill in researching effective instructional materials
- Skill in interpreting policy, procedures, and data
- Skill in facilitating District needs through professional development
- Strong technology skills and knowledge of how to integrate technology into specified subject area instruction
- Effective communication and interpersonal skills
- Bachelor’s Degree
- Valid Texas teaching Certificate
- Valid Texas ESL Certificate (preferred)
- Dyslexia Training (preferred)
- Three (3) years successful teaching experience
- Successful experience presenting curriculum and/or instructional information
- Maintain emotional control under stress
- Frequent district-wide and occasional statewide travel
- Occasional prolonged and irregular hour
Funding Source: Grant
Department/School: Student Intervention Services Pay Grade: Teacher Schedule
Function: Educational Support
Reports to: Coordinator of Dyslexia Services HR Date Approved: August 2018
HR Date Revised:
Facilitates activities to ensure supplemental instructional support for all identified dyslexic students at a selected Keller ISD Title I campus. Serves as a supplemental resource for both curriculum and instructional information to provide strategies for teachers and administrators. Assists in diagnosing areas of strength and weakness in the instructional program as outlined in the dyslexia grant and prescribe strategies for improvement.
BASIC DUTIES AND RESPONSIBILITIES:
The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties and responsibilities noted herein, however, this list represents examples only, and is not a comprehensive listing of all functions and tasks performed by positions found in this job description.
SKILLS AND KNOWLEDGE:
INTENT AND ACKNOWLEDGEMENT:
This description is intended to indicate the kinds of tasks and levels of work difficulty required of positions given this title and shall
not be construed as declaring what the specific duties and responsibilities of any particular position shall be. It is not intended to limit or any way modify the right of any supervisor to assign, direct and control the work of employees under supervision. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty.