Special Education Early Literacy Specialist

POSITION DETAILS:
Under the direction of the Director of Special Education, the Special Education Early
Literacy Specialist provides leadership and direct support to improve foundational
reading outcomes for students with disabilities, with the goal of securing foundational
reading skills by the end of Grade 3. The Specialist ensures coherence among each
student's Individualized Education Program (IEP), core (Tier 1) literacy instruction,
intensive intervention, and progress monitoring, and ensures that instruction is adjusted
promptly when data indicates an insufficient response.
The Specialist serves multiple elementary schools in partnership with building teams
and the Corporation's Special Education and Curriculum, Instruction, and Assessment
departments. The Specialist supports, and does not supplant, the case conference
committee. Recommendations regarding IEP content are submitted to the teacher of
record and the case conference committee for consideration.
QUALIFICATIONS:
A. Educational Requirements:
• Bachelor’s Degree
• Valid Indiana teaching license in an appropriate content area
o Early Literacy Endorsement preferred
B. Skills and Knowledge:
• Demonstrated knowledge of evidence-based reading instruction and the
science of reading.
• Knowledge of foundational literacy development, including phonemic
awareness, phonics, decoding, encoding, fluency, vocabulary, and
comprehension.
The Monroe County Community School Corporation provides equal employment opportunities to all
employees and applicants for employment and prohibits discrimination and harassment of any type
without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected
veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by
federal, state or local laws.
This policy applies to all terms and conditions of employment, including recruiting, hiring, placement,
promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.
• Ability to interpret assessment and progress monitoring data and translate
findings into instructional decisions.
• Strong communication, collaboration, organization, and problem-solving
skills.
• Ability to work effectively across multiple schools and with multiple teams.
• Knowledge of DIBELS/mCLASS, diagnostic reading assessments, and
progress monitoring are preferred.
• Training in structured literacy or other evidence-based approaches to reading
intervention preferred.
C. Experience:
• Experience working with students with reading disabilities or significant
reading difficulties.
• Experience developing or implementing IEP goals related to literacy.
• Licensure or significant experience in special education, reading, or both
preferred.
• Experience working with students with reading disabilities or significant
reading difficulties preferred.
• Experience delivering intensive literacy intervention preferred.