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SalaryAbout PLN
Founded on Skid Row in 1980, Para Los Niños provides education and wraparound support, serving over 10,000 children, youth, and families annually in some of the most underserved areas in Los Angeles. PLN fosters pathways to success by striving for excellence in education, family support, and comprehensive social-emotional, and community-based services.
Through early education, TK-8th grade education, youth workforce services, and family and community services Para Los Niño’s’ model provides a comprehensive, holistic approach to break the cycle of poverty and help children and youth thrive.
Position Overview
Under the supervision of the Special Education Manager, the Reading Intervention Coordinator works extensively with students identified as having the highest priority literacy needs by focusing on two major responsibilities: planning and leading Tier 3 Reading Intervention work with 6th through 8th grade students and coaching Resource Specialist teachers on their implementation of the Wilson Reading program. To accomplish these goals, the Reading Intervention Coordinator collaborates with administration and the Special Education team to implement the Reading Intervention program to support our students with the greatest needs in reaching their personalized literacy goals. The Reading Intervention Coordinator also provides professional development to teachers and staff on the implementation of the intervention program and helps build their capacity as reading teachers by developing a deeper understanding of foundational reading skills and common challenges faced by multilingual students, and by fostering evidence-based best practices.
Duties
- Lead the development of the Reading Intervention program:
- Work collaboratively with administration in school-wide data driven instructional decision-making to meet the needs of diverse learners.
- Collaborate to implement, evaluate, and continuously improve the Reading Intervention program.
- Conduct beginning of year assessments and data analysis to determine personalized supports for students with the highest priority literacy needs.
- Provide professional development and model evidence-based practices to teachers in literacy development.
- Coach Resource Specialist teachers with students facing difficulties in reading
- Provide direct Reading Intervention instruction.
- Deliver systematic instruction to a cohort of students with Tier 3 needs. 85% of students supported are Students with Exceptional Needs (receiving Special Education services).
- Approximately 90% of the time working with students will be in the pull-out model.
- Perform other responsibilities as assigned by the supervisor.
- Experience teaching in an urban, K-8, public school setting.
- Experience working with elementary or Middle School students to address literacy skill gaps.
- Experience in Special Education and/or leading a Reading Intervention program preferred.
- Prior knowledge and experience with the Wilson Reading System preferred, but not required.
- Knowledge of research and evidence-based approaches to literacy development challenges, literacy instruction, intervention, and assessment, especially with diverse populations such as English Learners and students with Special Needs.
- Ability to use diagnostic data to tailor instruction to meet the needs of students.
- Familiarity and experience with small group guided and strategy instruction in reading and writing.
- Ability to guide and train teachers in effective reading techniques and strategies.
- Experience coaching and collaborating with teachers.
- Experience planning for and facilitating professional development for teachers.
- Excellent interpersonal skills and flexible, responsive work style.
- Excellent organizational, communication, and human relations skills.
- Bachelor’s Degree
- Holds a valid California Teaching Credential.
To perform this job the individual must be able to carry out all essential functions satisfactorily. Reasonable accommodation may be made to enable qualified individuals with disabilities to perform the essential functions of the job.
- Approximately 50% of time is spent sitting, while frequently required to walk, stand and bend.
- Must be able to speak and hear well.
- Good vision is imperative.
- Occasionally required to stoop, kneel, crouch or crawl.
- Employee will be required to lift and/or move up to 25 pounds without assistance
Candidates for employment at Para Los Niños, regardless of position, will consistently demonstrate the following:
- Unwavering belief in and commitment to fulfill the mission of Para Los Niños.
- Deep commitment to the success of all PLN students and families.
- Commitment to excellence and high standards -- for self, students, and colleagues.
- Continuous learning by engaging in reflection, self-assessment, and individual professional development.
- Use of data to inform decisions and drive continuous improvement.
- Ability to thrive as a member of a collaborative team.
- Self-motivation and initiative with solutions-oriented disposition.
- Belief in and ability to develop respectful relationships with parents and children marked by sensitivity to the students’ cultural and socioeconomic characteristics.
- Excellent oral and written communication skills.
- Ability to effectively handle challenging situations.
- Comfort with basic Microsoft Office applications and a curiosity and propensity to push own adoption of new technology and approaches.
- Regular, punctual attendance and professional appearance.
It is the established policy of Para Los Niños (PLN) to provide equal employment and advancement opportunities to all qualified applicants and employees without discrimination with regard to race, religious belief (including dress or grooming practices), color, sex, sex stereotype, pregnancy, childbirth or related medical conditions (including breast feeding), age, national origin (including possessing a driver’s license issued under Vehicle Code § 12801.9), ancestry, sexual orientation, gender identification and expression, transgender status, physical or mental disability, medical condition, genetic characteristics, genetic information, family care, marital status, enrollment in any public assistance program, status as military, a veteran or qualified disabled veteran, status as an unpaid intern or volunteer, or any other classification protected by law. PLN also prohibits discrimination based on the perception that anyone has any of those characteristics, or is associated with a person who has or is perceived as having any of those characteristics.
