Literacy Teacher- Northwest Village School- Plainville
The Literacy Teacher has primary responsibility for the planning, instruction and assessment of scope and sequence of reading in compliance with State and Federal guidelines. In addition, the teacher will serve as an active member of the interdisciplinary treatment team. Ongoing collaboration and communication with team members and broader program staff is essential for successful implementation of this position. Successful teachers within Northwest Village School consistently demonstrate a comprehensive understanding of how children learn as well as a command of a broad array of subjects and pedagogical skills combined with caring deeply about students and their success.
EDUCATION AND EXPERIENCE/QUALIFICATIONS
Appropriate CT State Department of Education certification/endorsement; certification and/or expertise in the content area of subject matter taught; experience with special education populations is required. Must have at least one of the following: (102, Remedial Reading, 097 Reading/Language Arts or 063, 064 Special Teacher of Reading).
Certification in Wilson Reading Program and/or Orton Gillingham Approach preferred.
Wheeler Clinic offers access to a comprehensive array of benefits, including:
- For Good Health
- Anthem Medical, Prescription, Dental and Vision insurance
- Health Savings Account (HSA), with company contribution
- Wellness Programs
- Free annual flu shots
- For a Secure Future
- Company paid Life and AD&D insurance
- Company paid long-term disability insurance
- For Retirement
- 403(b) Plan, with clinic contributions for eligible employees
- For Career Advancement
- Education Reimbursement Program
- Training and development opportunities
- For Work Life Balance
- Generous paid time off, including vacation, sick and personal leave
- Employee Assistance Program (EAP)- Free and confidential counseling
- Employee discounts at local spa and on cell phone services
ESSENTIAL DUTIES AND RESPONSIBILITIES
Content and Essential Skills: Teachers understand and apply essential skills, central concepts and tools by demonstrating the following competencies:
In collaboration with other educational professionals, the teacher will provide primary leadership in the following: Develops individualized and differentiated lesson plans integrating State and CT Core standards in the area of literacy.
Uses developmentally appropriate verbal, nonverbal and technological communication.
Uses technological and digital resources to promote learning, collaboration with colleagues and communication with the learning community and across Wheeler Program departments.
Uses content area literacy skills to enable students to construct meaning and problem solve using diverse learning modalities.
Classroom Environment, Student Engagement and Commitment to Learning: Teachers promote student engagement, independence and interdependence in learning by facilitating a positive learning community by:
Creating highly engaging lessons that are individualized based on needs outlined in each student’s IEP.
Providing written guidance for paraprofessionals on instructional approaches, procedures and modifications to be used with each student either individually or in small group settings.
Creating a class climate that is responsive to and respectful of the learning needs of students.
Maximizing the amount of time spent on learning by effectively managing routines and transitions.
Maintaining a classroom environment free of clutter and distractions.
Planning for Active Learning: Teachers plan instruction in order to engage students in rigorous and relevant to learning and to promote their curiosity about the world at large by:
Determining student’s prior knowledge to ensure that content instruction is at an appropriate level of challenge and differentiated to meet their learning needs.
Developing and organizing coherent, engaging and relevant interdisciplinary units, lessons and learning tasks that build on student’s prior knowledge, skills and interests and engage students in the work of the discipline.
Providing adaptive tools using both technology resources and instructional variety to enhance student’s access to critical concepts and information.
Developing lessons that provide a variety of multisensory and hands-on activities.
Selecting or designing instructional strategies, resources and flexible groupings that provide opportunity for students to think critically and creatively and problem solve.
Integrating learning activities that make real world, career or global connections, and promote interdisciplinary connections whenever possible.
Including strategies for teaching that support content area literacy skills and, when appropriate, numeracy skills.
Assessment for Learning: Teachers use multiple measures to analyze student performance and to inform subsequent planning and instruction by:
Facilitating regular universal assessments as outlined in the Northwest Village School’s Assessment Plan.
Maintaining on-going progress monitoring data in a manner that is available both in graphic and data formats.
Using and or designing a variety of formative and summative assessments and criteria that directly align with the learning objectives and value the diversity of ways in which students learn;
Collaborating with colleagues to review and interpret assessment data to monitor and adjust instruction to ensure students’ progress.
Providing students with direct and specific assessment criteria and individualized, descriptive feedback to help them improve their performance and assume responsibility for their learning.
Supporting students’ progress by communicating academic and behavioral performance expectations and results with students, their families and other educators.
Using academic, behavioral and health data to select and or design interventions, and assist in the development of individualized education programs for students with disabilities.
Professional Responsibility and Teacher Leadership: Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others and leadership by:
Continually engages in reflection, self-evaluation and professional development as demonstrated by timely completion of all Elevate trainings, active participation in regularly scheduled PID opportunities and identifying personal growth areas.
Collaborating with colleagues, administrators, students and their families to develop and sustain a positive school climate.
Collaborating with colleagues and administrators to examine student learning data, instructional strategies, curricula, and organizational structures to support continuous school and program improvement.
Supporting scheduling, supervision and evaluation of paraprofessionals.
Understanding the legal rights of students with disabilities and their families within the intervention, referral, and individualized educational plan process;
Using communication technology in a professional and ethical manner.
Conducting themselves as professionals in accordance with the Connecticut's Code of Professional Responsibility for Educators.
Identifying potential risk factors and taking measures to reduce those risks in the milieu through reinforcement of positive and safe behaviors, trauma-informed and relationally based therapeutic interventions and reporting of suspected child abuse/neglect, according to agency policy when a student presents with an imminent safety concern.
Continues to develop knowledge and understanding about the history, traditions, values, family systems, and artistic expression of groups served as well as uses appropriate methodological approaches, skills, and techniques that reflect an understanding of culture.
- Job Function 8868
- Pay Type Salary
- Plainville, CT 06062, USA