District/School Resources PK-16 Program Support Office of Reading
Massachusetts Reading First Plan (MRFP)
Fund Code: 728B

Reading Specialist Job Description

Position Description:

A Reading First Reading Specialist is a specially trained professional who is primarily responsible for coaching K-3 teachers on the implementation of evidence-based reading instructional practices to improve reading achievement at the school. This individual will not have direct classroom duties. Limited responsibility for intensive intervention is acceptable, but no administrative duties outside of the supporting the implementation of the Reading First program are permissible.

The Reading First Reading Specialist will provide high-level literacy support for members of the school community that is consistent with and fulfills the requirements of the Massachusetts Reading First Plan (MRFP). The Reading Specialist in this role works closely with ESE, the RF Implementation Facilitator (IF), Principal, the Central Office Reading Coordinator/District Contact, and other relevant school/district administrators, teachers, and parents to accomplish the goals outlined in the MRFP.

Preferred Qualifications

1. Masters in reading, education, special education, or related field
2. Three to five years prior K-5 teaching experience, K-3 preferred; preference for individuals with experience in varied positions, including reading teacher and classroom teacher
3. Valid MA Reading Specialist certification preferred and required by September 2005; in the interim, valid MA teacher certification with documented reading coursework required
4. Experience and skill as a coach or mentor for adults on literacy related topics
5. Excellent communication skills
6. Deep understanding of evidence-based reading research and practices for teaching K-3 reading and assessing student progress toward achievement of benchmarks as documented in coursework and experience as a teacher of reading

Major Responsibilities

1. Professional Development
   1. Provide resources and training to school staff on evidence-based reading research and practices;
   2. Coach (e.g. co-teach, model, demonstrate, observe, and provide feedback) classroom teachers on the implementation of core and intervention approaches for K-3 reading and the use of formative assessment data as the basis for instructional decision making; use scaffolding techniques to help teachers become comfortable in implementing evidence-based instructional practices
   3. Provide support for the implementation of the comprehensive core reading programs and approaches selected by the district that address the five components of reading (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies) in a systematic manner, working with the publishers as necessary
   4. Establish and oversee a peer mentoring support network for teachers as they implement recommended instructional practices; include opportunities for teachers to visit one another's classrooms to observe the implementation of specified practices
   5. Re-deliver professional development content from such sources as Teacher Reading Academy (TRA) or Reading First advanced seminars, LETRS training, or Voyager online courses/facilitated study groups to K-3 teachers in school or district-based professional development opportunities; lead study groups to discuss the research and evidence-based practices using texts provided as part of the Reading First advanced seminars or other statewide professional development opportunities, share experiences on implementing recommended practices, and examine student work
   6. Act as catalyst for building a school learning community that focuses on integrated learning, building connections across grades
2. Assessment
   1. Lead and coordinate the seven member school assessment team
   2. Help administer the MRFP screening, progress monitoring, diagnostic, and outcomes measures until teachers are comfortable with the assessments, gradually releasing responsibility to classroom teachers within the initial period of a grant (1 year)
   3. Working with the Implementation Facilitator, coach teachers on the administration and interpretation of assessment data to determine adequate progress or those in need of interventions of varying intensity as well as grouping for small needs-based groups as part of differentiated core instruction
   4. Become familiar with the administration and interpretation of in-depth diagnostic measures or additional assessments commonly used in the school
3. Curriculum and Instruction
   1. Use available guidance for reviewing core and intervention materials under consideration for purchase for evidence of effectiveness and alignment with the recommendations of evidence-based research
   2. Know how to use a range of effective strategies, analyze instruction, and provide clear, specific information on strategy implementation
   3. Working with the Implementation Facilitator, help organize and lead school, district, and regional professional development opportunities to disseminate Reading First content to non-Reading First schools
4. School Liaison
   1. Meet regularly with the Central Office Reading Coordinator/District Contact, Principal, IF, and others to assess the progress of the implementation of Reading First and to modify elements as necessary
   2. Participate actively in school literacy team and district literacy team meetings
   3. Assist in the analysis of school-wide literacy strengths and weaknesses and formulate plans to improve student achievement in reading and teaching effectiveness
   4. Create an atmosphere of trust and collaboration among staff to promote professional growth and accelerate the reading achievement of all students.
   5. Attend all professional development and networking meetings designed for MRFP reading specialists