1.

Communicate with appropriate personnel and serve as a specialist to support Reading Recovery® teachers in their work with challenging children.

2.

Work with the Site Coordinator and Administrators to plan and initiate the activities related to implementing Reading Recovery® at the site and campus level.

3.

Monitor the selection of students and their progress using teachers’ records.

4.

Assist in recruiting and identifying appropriate teachers for the training class; order materials for teacher training.

5. 

Work with the Site Coordinator to develop a plan for early literacy curriculum, staff development, and the formation of campus literacy teams.

6.

Plan itineraries for visitors to the program; inform appropriate groups about Reading Recovery®.

7.

Assist in the development of policies and procedures related to the curriculum division, specifically as related to Reading Recovery®.

8.

Implement the policies established by federal and state law, State Board of Education rule, and local board policy.

9.

Compile, maintain, file, and present all reports, records, and other documents.

10.

Collect initial, discontinuing, and end-of-year data on Reading Recovery® children.

11.

Prepare an annual district site report.

12.

Assist teachers and principals in preparing annual campus Reading Recovery® Reports.

13.

Provide input to principals on the supervision and appraisal of Reading Recovery® teachers.

14.

Teach a training class of approximately 8 – 12 Reading Recovery Teachers as needed, serve as adjunct faculty member in selected university.

15.

Develop and follow a course syllabus which includes content and up-to-date training material to comply with Reading Recovery® and university/college guidelines.

16.

Conduct assessment training (including practice with children) for a minimum of 24 hours.

17.

Ensure that teachers-in-training  teach behind-the-glass at least three times during the year.

18.

Ensure that there are a minimum of 18 weeks of behind-the-glass sessions for the training class during the year.

19.

Visit teachers-in-training four – six times during the year to provide guidance and to clarify appropriate procedures.

20. 

Provide each trained teacher with 4-6 Continuing Contact sessions annually (including a minimum of four BTG sessions per year).

21.

Visit trained Reading Recovery ® teachers at least one time per year to ensure quality control of the program with additional visits based on need or request.

22.

Improve leadership skills through self-initiated professional development activities; annually conduct and receive a colleague visit with other trained Teacher leaders.

23.

Performs duties in a professional, ethical, and responsible manner as defined in the TEA Code of Ethics for Educators.

24.

Uses information provided through the District appraisal process to improve personal performance.

25. 

Receive the required annual site visits from a trainer, clinical trainer, or mentor Teacher Leader.

26.

Attend an annual Reading Recovery® conference and an annual Teacher Leader Institute.

27. 

Participate in opportunities for interaction with other Reading Recovery trainers, clinical trainers, Teacher Leaders/tutors, and teachers, including instructional personnel.

     28.

Articulate the district’s mission and goals to community and solicit support in realizing the mission.

     29.

Demonstrate awareness of district-community needs and initiate activities to meet those needs.

     30.

Use appropriate and effective techniques to encourage community and parent involvement

     31.

Performs other tasks and assumes such responsibilities as related to the position and as assigned.