Milford Public Schools
1.0 Teacher of Literacy and Student Services
Milford Public Schools, Milford, Connecticut, United States, 06466
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.5 Teacher of Specialized Instruction
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Milford Public Schools Salary and Benefits per contract: 165, 102, 097 and Wilson Level I and II certification or Orton-Gillingham Certified or Fellow Level required. Interested applicants must apply online through this job posting to be considered for this position. No phone calls please. Summary/Goal Of Position
Milford Public Schools seeks a highly qualified and passionate educator to provide structured literacy instruction to identified students in the district, comprehensively assesses students in all areas of reading and assist with the MTSS process. The ideal candidate will incorporate Milford’s model for High Quality Instruction, the district’s Vision of the Learner and identified Board of Education Goals and Commitments into their work with students. This position will serve to enhance and promote coherence and equity of access and outcomes in the area of PK-12 Literacy. Supervision And Controls Over Work
Works under the supervision of the Assistant Superintendent of Teaching and Learning, Director of Pupil Personnel Services, as well as the Instructional Supervisors of Pupil Personnel Services. Collaborates with Humanities and Pupil Personnel Supervisors for PK-12 to help support the bridge of literacy across all grade levels. Work is evaluated based on the overall success of delivering structured literacy instruction and work with Student Support Teams to plan intervention services for students. Essential Tasks Of The Position
Curriculum, Instruction and Assessment/Professional Learning/Consulting Provides directed instruction to students utilizing specialized training (i.e., Wilson, Orton Gillingham, etc.) Works collaboratively with the Student Support Teams to utilize grade level standards toward an accelerative approach for learning in alignment with the IEP process when necessary. Monitors district-level data and individual literacy plans to ensure the implementation of research-based instruction and that students are excelling; when students are not excelling the teacher will consult with a building based team to revise or scaffold student learning. Collaborates with literacy specialists and building based teams to coordinate and facilitate the transition from elementary to middle school to high school with a literacy lens. Supports building and system-wide strategic planning to ensure coherence and alignment across PK-12 schools. Uses educational and assistive technology and digital tools in order to enhance instruction when appropriate Analyzes assessment data to inform curricular and instructional decisions at the student, building and systemwide levels as needed. B. Professional
Demonstrates an extensive knowledge of structured literacy programs related to students identified with dyslexia and other reading disabilities Demonstrates an understanding of research, specific programming, and potential applications of educational technology to advance literacy outcomes Participates in school or district committees utilizing an expert literacy lens for operation or improvement of each school and the district with regard to strengthened literacy outcomes Demonstrates ongoing professional growth in literacy Upholds the ethics of the teaching profession (CT Code of Professional Responsibility for Teachers) Maintains confidentiality regarding staff, student, and family information Demonstrates learner agency Other appropriate responsibilities as assigned by supervisors Knowledge, Skills And Abilities
Complete understanding of structured literacy instruction and its delivery in a 1-to-1 or small group setting Strong understanding of High Quality Instruction (HQI), Vision of the Learner, the Developmental Relationships Framework and demonstrates dedication to the Board of Education Goals and Commitments Thorough knowledge of all literacy content and implications for the MTSS process Thorough understanding of high-quality instruction in all instructional settings Ability to establish and maintain meeting norms and collegial relationships Knowledgeable of and able to utilize the Google Suite of applications Qualifications
TRAINING AND EXPERIENCE
Must have a Master’s degree from an accredited college or university Must have prior job-related experience Licenses And Certifications
Certified Teacher 165, 102, 097 and Wilson Level I and II certification or Orton-Gillingham Certified or Fellow Level required Other Requirements
Background check required Screening for Tuberculosis (TB) required Reports To
Assistant Superintendent for Teaching and Learning and Director of Pupil Personnel Services Work Year
Per MEA Contract Note: This refined version preserves the core responsibilities and qualifications while removing redundancies and ensuring proper HTML structure using only allowed tags.
#J-18808-Ljbffr
.5 Teacher of Specialized Instruction
role at
Milford Public Schools Salary and Benefits per contract: 165, 102, 097 and Wilson Level I and II certification or Orton-Gillingham Certified or Fellow Level required. Interested applicants must apply online through this job posting to be considered for this position. No phone calls please. Summary/Goal Of Position
Milford Public Schools seeks a highly qualified and passionate educator to provide structured literacy instruction to identified students in the district, comprehensively assesses students in all areas of reading and assist with the MTSS process. The ideal candidate will incorporate Milford’s model for High Quality Instruction, the district’s Vision of the Learner and identified Board of Education Goals and Commitments into their work with students. This position will serve to enhance and promote coherence and equity of access and outcomes in the area of PK-12 Literacy. Supervision And Controls Over Work
Works under the supervision of the Assistant Superintendent of Teaching and Learning, Director of Pupil Personnel Services, as well as the Instructional Supervisors of Pupil Personnel Services. Collaborates with Humanities and Pupil Personnel Supervisors for PK-12 to help support the bridge of literacy across all grade levels. Work is evaluated based on the overall success of delivering structured literacy instruction and work with Student Support Teams to plan intervention services for students. Essential Tasks Of The Position
Curriculum, Instruction and Assessment/Professional Learning/Consulting Provides directed instruction to students utilizing specialized training (i.e., Wilson, Orton Gillingham, etc.) Works collaboratively with the Student Support Teams to utilize grade level standards toward an accelerative approach for learning in alignment with the IEP process when necessary. Monitors district-level data and individual literacy plans to ensure the implementation of research-based instruction and that students are excelling; when students are not excelling the teacher will consult with a building based team to revise or scaffold student learning. Collaborates with literacy specialists and building based teams to coordinate and facilitate the transition from elementary to middle school to high school with a literacy lens. Supports building and system-wide strategic planning to ensure coherence and alignment across PK-12 schools. Uses educational and assistive technology and digital tools in order to enhance instruction when appropriate Analyzes assessment data to inform curricular and instructional decisions at the student, building and systemwide levels as needed. B. Professional
Demonstrates an extensive knowledge of structured literacy programs related to students identified with dyslexia and other reading disabilities Demonstrates an understanding of research, specific programming, and potential applications of educational technology to advance literacy outcomes Participates in school or district committees utilizing an expert literacy lens for operation or improvement of each school and the district with regard to strengthened literacy outcomes Demonstrates ongoing professional growth in literacy Upholds the ethics of the teaching profession (CT Code of Professional Responsibility for Teachers) Maintains confidentiality regarding staff, student, and family information Demonstrates learner agency Other appropriate responsibilities as assigned by supervisors Knowledge, Skills And Abilities
Complete understanding of structured literacy instruction and its delivery in a 1-to-1 or small group setting Strong understanding of High Quality Instruction (HQI), Vision of the Learner, the Developmental Relationships Framework and demonstrates dedication to the Board of Education Goals and Commitments Thorough knowledge of all literacy content and implications for the MTSS process Thorough understanding of high-quality instruction in all instructional settings Ability to establish and maintain meeting norms and collegial relationships Knowledgeable of and able to utilize the Google Suite of applications Qualifications
TRAINING AND EXPERIENCE
Must have a Master’s degree from an accredited college or university Must have prior job-related experience Licenses And Certifications
Certified Teacher 165, 102, 097 and Wilson Level I and II certification or Orton-Gillingham Certified or Fellow Level required Other Requirements
Background check required Screening for Tuberculosis (TB) required Reports To
Assistant Superintendent for Teaching and Learning and Director of Pupil Personnel Services Work Year
Per MEA Contract Note: This refined version preserves the core responsibilities and qualifications while removing redundancies and ensuring proper HTML structure using only allowed tags.
#J-18808-Ljbffr