Job Title: Remediation Specialist
Department: The Dyslexia Resource Faculty
Reports To: Director of Research & Development
Payroll Status: Salary Exempt, Part-time (approx. 25 hrs)
Schedule: Monday-Thursday, 8:30am-3:00pm, August 1 -May 31 Pre-Planning week in July
Location: Purpose Built Schools Atlanta (Thomasville Heights Elementary School / Slater Elementary School)
Revised Date: April 2020
The Dyslexia Resource has an unprecedented opportunity to change the academic trajectory for students in two underperforming schools in Atlanta. The Dyslexia Resource is expanding its reading remediation program at Thomasville Heights and Slater Elementary Schools, two Purpose Built Schools situated in impoverished neighborhoods. Our reading remediation is a tutorial program built on the principles of the Orton-Gillingham approach and grounded in evidence-based instructional practices for teaching reading. Individuals who are, or have been, reading teachers, reading specialists and/or reading tutors are invited to submit an application to join a dedicated team of educators focused on teaching students in underperforming schools to read.
- To provide high-quality Orton Gillingham-based reading intervention in small groups at Purpose Built Schools Atlanta in southeast Atlanta
- To enrich the partnership by becoming a part of partner school communities, working to understand and contribute to its culture and literacy practices while helping improve and grow The Dyslexia Resource’s intervention model
A remediation specialist uses her/his extensive knowledge of the science of reading and experience with teaching reading to advance the literacy skills of at-risk readers at The Dyslexia Resource’s partner schools.
- Providing comprehensive Orton Gillingham-based reading intervention in small groups (to include all areas of reading as needed based on data from norm-referenced and curriculum-based measures)
- Providing understanding and patience for students who struggle with reading for a variety of complex reasons
- Demonstrating understanding for students whose behavior and choices may be influenced by trauma
- Embracing flexibility in both the instructional needs of students and the execution of the remediation model
- Collaborating with partner school faculty and staff to establish positive relationships with students and within the school community based on mutual respect and growth
MAIN WORKING RELATIONSHIPS:
Director of Research & Development, Operations Manager, Project Coordinator, and Partner Schools Faculty and Staff.
- Minimum of a B.S.
- Extensive and documented experience with the teaching of reading, preferably with the Orton-Gillingham Approach or an Orton-Gillingham based program (e.g., Wilson Reading, Really Great Reading, and Kendore, etc.)
- Extensive education experience, and a passion for working with students in an urban, high poverty environment
- Flexibility and a willingness to prioritize a mission and goal over a prescribed plan or curriculum
Interested candidates should fill out the form below or email Michele Santa Maria, Director of Human Resources for The Dyslexia Resource, and attach a current resume, cover letter and a professional reference list.
The Dyslexia Resource provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, The Schenck School/Dyslexia Resource complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. 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.
The Schenck School/Dyslexia Resource expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of the School’s employees to perform their job duties may result in discipline up to and including discharge.