Lower School Reading Specialist

Position Overview 
The role of the Reading Specialist is to provide high quality, research-based instruction, support, and leadership in order to produce high quality outcomes in the area of Reading and Literacy for the students at Woodland. The Reading Specialist will provide intervention support to students and partner with the Lower School Learning Specialist who will help teachers implement additional support in the classroom. Using data from school-wide assessments, direct instruction in the areas of reading and writing for identified small groups will prioritize emergent, beginning, and transitional readers. The Reading Specialist will help create a culture of reading that ensures strong reading instruction, excitement about books, and a genuine, institutional love for reading.

Essential Duties and Responsibilities:

• Teach targeted literacy intervention to small groups of students using research-based strategies and resources.  This includes phonemic awareness, phonics, spelling, comprehension, and fluency.
• Plan and design lessons that incorporate a wide range of instructional practices and empower students to develop strategic behaviors when reading and writing.
• Create lessons based on data collected, analyzed, and synthesized from careful observation of reading and writing behaviors and daily records of students’ reading abilities.
• Provide continuous feedback and evaluation for students based on the development of individualized goals for performance that are specific, measurable, action-oriented, realistic, and time-bound.
• Conduct individual and school-wide assessments in order to evaluate levels and targeted interventions.
• Assist with screening and evaluating students in reading, spelling, and writing.
• Complete reports, collect data, and provide information for progress monitoring.
• Confer with parents/guardians regarding student progress as requested.

Minimum Qualifications (Knowledge, Skills, and Abilities)

• Master’s degree in Reading Education, Literacy, or related area.
• Teaching credential with an endorsement as a Reading Specialist preferred.
• Expertise in Slingerland or Orton Gillingham preferred.
• Minimum of 3 years successful elementary teaching.
• Must possess knowledge of the needs of students requiring remedial reading instruction.
• Must have a strong knowledge base in the area of learning differences, especially dyslexia and dysgraphia
• Must possess the ability to establish and maintain effective working relationships with school colleagues, school administrators, parents and students.
• An understanding of independent school culture.
• Excellent interpersonal, written and verbal communication skills.
• Outstanding judgment and maturity.
• Confidentiality is all aspects of the position.
• A very high level of energy, creativity and flexibility, and a love of working with engaging students and enthusiastic faculty.

Overview of Woodland School 
Located just west of Stanford University, Woodland is an independent day school that offers a joyful approach to learning in a diverse, respectful, and inclusive environment for approximately 300 students in early childhood through eighth grade. There are two sections of each grade level K-8 with class sizes that average between 14-18 students.

Woodland School specializes in education that inspires students by nurturing each individual’s voice, intellect, and character. With rich content and an emphasis on inquiry-based and student-driven projects, students are empowered and encouraged to be active and engaged learners. Our students’ innate sense of wonder is the foundation of learning at Woodland School. Teachers craft meaningful, multi-sensory learning experiences that enable creativity, ingenuity, and deep interdisciplinary connections. Students explore and develop complex understandings that engender a sense of self and purpose in the world.

Woodland School’s faculty create a school environment that is as supportive and nurturing as it is challenging, and they embody the core values of the school—respect, integrity, curiosity, resilience, equity, and stewardship. Our teachers are themselves learners, constantly searching for ways to improve their practice. A robust professional development program supports our faculty by connecting them to the best practices in pedagogy, curriculum development, educational technology, and student assessment.

Physical Demands and Work Environment
The position can be physically demanding. Reasonable accommodations may be made if requested in advance.

Candidates for this position should submit a cover letter, resume, and contact information for a minimum of three references.

Salary range: The salary range for this position is between $70,000 and $100,000 annually depending on qualifications and experience.

Note

This job description in no way states or implies that these are the only duties to be performed by the employee(s) incumbent in this position. Employees will be required to follow any other job-related instructions and to perform any other job-related duties requested by any person authorized to give instructions or assignments. All duties and responsibilities are essential functions and requirements and are subject to possible modification to reasonably accommodate individuals with disabilities. To perform this job successfully, the incumbents will possess the skills, aptitudes, and abilities to perform each duty proficiently. Some requirements may exclude individuals who pose a direct threat or significant risk to the health or safety of themselves or others. The requirements listed in this document are the minimum levels of knowledge, skills, or abilities. This document does not create an employment contract, implied or otherwise, other than an “at will” relationship.

Woodland School does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity or national origin in the administration of its educational or admission policies, financial aid distribution, or other school programs. Woodland School is dedicated to the goal of building a culturally diverse and pluralistic faculty committed to teaching and working in a multicultural environment and strongly encourages applications from candidates who reflect such diversity.