Job Description

    Teacher Title I (MTSS) JobID: 20851
  • Position Type:
    Teacher - Elementary School PreK-8/Elementary Reading Specialist

  • Date Posted:
    6/10/2024

  • Location:
    Alta Loma Elementary - Peoria, AZ

  • Date Available:
    August

  •   Additional Information:
    Position Title: TCHR-TITLE I/MTSS

    Department: School Site

    Supervisor: Principal at assigned location

    Term of Employment: 9 Months

    Salary Classification: Teacher Salary Schedule

    Job Summary:
    The person in this role will provide specialized reading instruction for Title I students in need of reading intervention, serve as a resource to colleagues in the area of literacy instruction, and perform tasks specific to Title I.

    Essential Functions: Essential functions, as defined under the Americans with Disabilities Act, may include, but are not limited to, the following tasks, duties, knowledge, skills and other characteristics. This list is ILLUSTRATIVE ONLY and is not a comprehensive listing of all functions and tasks performed by incumbents in this class.

    ESSENTIAL DUTIES AND RESPONSIBILITIES generally include the following. Other duties may be assigned:
    • Identifies students eligible for Title I reading intervention
    • Provides strategic reading instruction to meet the instructional needs of identified learners
    • Serves as a resource to K-8 teachers in the area of literacy
    • Assists school literacy team in analyzing and determining literacy needs specific to school staff and student population
    • Assists teachers in the use of assessment data
    • Assesses and evaluates reading behaviors of students
    • Collaborates with administrators and staff to further school-wide literacy goals
    • Implements parent education activities
    • Maintains records and documentation required by NCLB
    • Assists with the planning and evaluation of the Title I services
    • Adapts to a flexible work schedule
    • Performs other duties as assigned or required
    KNOWLEDGE AND SKILLS:
    • Knowledge of applicable Federal, state, county and city statutes, rules, policies and procedures
    • Knowledge of applicable Peoria Unified School District and departmental policies and procedures
    • Instructional expertise in the prevention and remediation of reading difficulties
    • Specialized knowledge of scientifically based reading research
    • Ability to model and articulate best practice in reading instruction
    • Ability to work with parents
    • Ability to meet NCLB compliance requirements
    • Skill in establishing and maintaining effective working relations with co-workers, vendors, students, parents, the general public and others having business with the school district
    • Skill in operating a personal computer utilizing a variety of software applications
    MINIMUM QUALIFICATIONS:
    • Must hold a current teaching certificate issued by the Arizona Department of Education
    • Reading Specialist Endorsement required
    • Three years of successful teaching experience preferred
    OTHER REQUIREMENTS:
    • Must be able to pass a fingerprint and background clearance check
    • May be required to work outside normal working hours
    • May be required to travel to perform work functionsJob Summary:

      The Multi-tiered Systems of Support (MTSS) Positive Behavior and Interventions Support (PBIS) Coordinator is a professional assigned school-wide and designated to support teachers and students in developing and implementing a continuum of scientifically based behavioral interventions and supports. The coordinator will provide oversight in the implementation of the positive behavioral intervention, social and emotional learning, and supports system on the school campuses. The PBIS Coordinator will provide training to school teams in structuring and implementing evidence-based behavioral practices with fidelity and accountability. Assistance will also be provided to the general education school teams in using data to make decisions and solve problems while creating a positive culture and climate and reduce the likelihood of undesired behaviors. The PBIS Coordinator will implement behavior interventions with small groups of students to help modify their behavior through a restorative approach. The PBIS Coordinator will use data to drive instruction, facilitate small groups and teach the designated school curriculum.
      Essential Functions: Essential functions, as defined under the Americans with Disabilities, may include but are not limited to the following task, duties, knowledge, skills and other characteristics. This list is ILLUSTRATIVE ONLY and is not a comprehensive listing of all functions and tasks performed by incumbents in this class.

      ESSENTIAL DUTIES AND RESPONSIBILITIES generally include the following. Other duties may be assigned:
    • Lead a school site PBIS team
    • Implement small group instruction on behavior strategies
    • Work with teachers on PBIS strategies
    • Gather data from school site to determine needs and influence PBIS planning and decision-making
    • Establish procedures and priorities for campus implementation
    • Make recommendations for implementation plan of the campus
    • Create and facilitate professional development for site teams regarding the PBIS and AVID framework
    • Provision of resources and training to school personnel regarding the implementation of tiered behavioral supports
    • Facilitate development and/or revision of site
    • Provide problem solving support and technical assistance to school site teams
    • Ensure effective communication between the PBIS committee, teachers and site leadership
    • Model, use and teach data collection mechanisms most effective for PBIS model
    • Assist in development and conducting of fidelity checks on the implementation of site PBIS
    • Conduct ongoing program evaluation
    • Analyze data and provide feedback with school sites in their implementation practices
    • Develop and coordinate curriculum and instructional strategies as they relate to PBIS
    • Collaborate regularly with sites and site administration
    • Provide ongoing training and consultation to school teams regarding behavioral needs, strategies, and data collection
    • Perform other duties as assigned or required.
    • KNOWLEDGE AND SKILLS:
    • Knowledge of core content of PBIS
    • Knowledge of specific behavioral interventions and strategies and how they fall into each tier
    • Interactive presentation skills
    • Knowledge of applicable federal, state, county and city statutes, rules, policies and procedures.
    • Knowledge of applicable Peoria Unified School District and departmental policies and procedures.
    • Knowledge of Special Education Policy and Procedure Manual.
    • Working knowledge of PBIS, RTI, MTSS principles and approaches
    • Demonstrates knowledge of best practices in using behavioral techniques.
    • Skill in working with multiple sites and administrators.
    • Skill in establishing and maintaining effective working relations with co-workers, vendors, students, parents, the general public and others having business with the school district.
    • Skill in self-reflection to monitor and adjust overall PBIS implementation as needed.
    • Skill in operating a personal computer utilizing a variety of software applications.
    • MINIMUM QUALIFICATIONS: Master’s Degree in education, applied behavior analysis, psychology, special education, or a related field and three years of experience as a coach or team member in a school that has implemented PBIS to criterion.

      OTHER REQUIREMENTS:
    • Must be able to pass a fingerprint and background clearance check.
    • Must be able to obtain and maintain an Arizona driver’s license.
    • May be required to lift and carry heavy, bulky supplies and materials weighing up to 20 pounds.
    • May be required to lift students weighing up to 60 pounds.
    • May be required to work outside normal working hours.
    • May be required to travel to perform work functions.
    • Must be able to obtain a current certification in the district’s crisis de-escalation program




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