Bryant School District
K-5 Building Learning Specialist

Department: Elementary School | Job Status: Full Time
FLSA Status: Exempt | Reports To: Building Administrator
Grade/Level: Certified | Amount of Travel Required: Varies
Job Type: Regular | Positions Supervised: None
Work Schedule: |
190-day contract. Teachers are on duty for 7 hours, 40 minutes per day but may periodically be required to attend after-school or evening events. |

POSITION SUMMARY
Provide instructional support to teachers and students through coaching, interventions, and specialized therapy.

ESSENTIAL FUNCTIONS

Reasonable Accommodations Statement
To accomplish this job successfully, an individual must be able to perform, with or without reasonable accommodation, each essential function satisfactorily. Reasonable accommodations may be made to help enable qualified individuals with disabilities to perform the essential functions.

Essential Functions Statement(s)
Recommend and place orders for the purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards. Address public audiences to explain program objectives and to elicit support. Prepare grant proposals, budgets, and program policies and goals, or assist in their preparation. Demonstrate knowledge of current trends in specialty area and professional development. Provide professional development training to teachers. Demonstrate knowledge of the school's program and levels of teacher skill delivering that program. Establish goals for the instructional support program appropriate to the setting and teachers served. Provide dyslexia therapy services to students. Provide input regarding the development, implementation, and evaluation of the school's Response to Intervention (RTI) plan. Provide small group Response to Intervention (RTI) instruction to students. Model student intervention strategies for teachers. Provide training in intervention strategies for teachers. Help teachers analyze Response to Intervention (RTI) data and identify student interventions. Assist teachers with student-centered coaching cycles. Demonstrate knowledge of resources, both within and beyond the school and district. Administer assessments to students as needed. Create an environment of trust and respect. Establish a culture for ongoing instructional improvement. Establish clear procedures for teachers to gain access to instructional support. Establish and maintain norms of behavior for professional interactions. Collaborate with teachers in the design of instructional units and lessons. Engage teachers in learning new instructional skills. Share expertise with staff. Locate resources for teachers to support instructional improvement. Demonstrate flexibility and responsiveness. Reflect on practice and participate in professional development to enhance professional learning. Prepare and submit reports. Participate in a professional community. Show professionalism, including integrity and confidentiality. Report to the proper authorities any cases of suspected child endangerment, neglect, or abuse. Report suspected bullying to building principal or designee as required by Arkansas law and district policies. Adhere to all policies of the District. Perform other duties as assigned by Building Administrator or Assistant Superintendent - Elementary. | | Recommend and place orders for the purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards. | | Address public audiences to explain program objectives and to elicit support. | | Prepare grant proposals, budgets, and program policies and goals, or assist in their preparation. | | Demonstrate knowledge of current trends in specialty area and professional development. | | Provide professional development training to teachers. | | Demonstrate knowledge of the school's program and levels of teacher skill delivering that program. | | Establish goals for the instructional support program appropriate to the setting and teachers served. | | Provide dyslexia therapy services to students. | | Provide input regarding the development, implementation, and evaluation of the school's Response to Intervention (RTI) plan. | | Provide small group Response to Intervention (RTI) instruction to students. | | Model student intervention strategies for teachers. | | Provide training in intervention strategies for teachers. | | Help teachers analyze Response to Intervention (RTI) data and identify student interventions. | | Assist teachers with student-centered coaching cycles. | | Demonstrate knowledge of resources, both within and beyond the school and district. | | Administer assessments to students as needed. | | Create an environment of trust and respect. | | Establish a culture for ongoing instructional improvement. | | Establish clear procedures for teachers to gain access to instructional support. | | Establish and maintain norms of behavior for professional interactions. | | Collaborate with teachers in the design of instructional units and lessons. | | Engage teachers in learning new instructional skills. | | Share expertise with staff. | | Locate resources for teachers to support instructional improvement. | | Demonstrate flexibility and responsiveness. | | Reflect on practice and participate in professional development to enhance professional learning. | | Prepare and submit reports. | | Participate in a professional community. | | Show professionalism, including integrity and confidentiality. | | Report to the proper authorities any cases of suspected child endangerment, neglect, or abuse. | | Report suspected bullying to building principal or designee as required by Arkansas law and district policies. | | Adhere to all policies of the District. | | Perform other duties as assigned by Building Administrator or Assistant Superintendent - Elementary.
| Recommend and place orders for the purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.
| Address public audiences to explain program objectives and to elicit support.
| Prepare grant proposals, budgets, and program policies and goals, or assist in their preparation.
| Demonstrate knowledge of current trends in specialty area and professional development.
| Provide professional development training to teachers.
| Demonstrate knowledge of the school's program and levels of teacher skill delivering that program.
| Establish goals for the instructional support program appropriate to the setting and teachers served.
| Provide dyslexia therapy services to students.
| Provide input regarding the development, implementation, and evaluation of the school's Response to Intervention (RTI) plan.
| Provide small group Response to Intervention (RTI) instruction to students.
| Model student intervention strategies for teachers.
| Provide training in intervention strategies for teachers.
| Help teachers analyze Response to Intervention (RTI) data and identify student interventions.
| Assist teachers with student-centered coaching cycles.
| Demonstrate knowledge of resources, both within and beyond the school and district.
| Administer assessments to students as needed.
| Create an environment of trust and respect.
| Establish a culture for ongoing instructional improvement.
| Establish clear procedures for teachers to gain access to instructional support.
| Establish and maintain norms of behavior for professional interactions.
| Collaborate with teachers in the design of instructional units and lessons.
| Engage teachers in learning new instructional skills.
| Share expertise with staff.
| Locate resources for teachers to support instructional improvement.
| Demonstrate flexibility and responsiveness.
| Reflect on practice and participate in professional development to enhance professional learning.
| Prepare and submit reports.
| Participate in a professional community.
| Show professionalism, including integrity and confidentiality.
| Report to the proper authorities any cases of suspected child endangerment, neglect, or abuse.
| Report suspected bullying to building principal or designee as required by Arkansas law and district policies.
| Adhere to all policies of the District.
| Perform other duties as assigned by Building Administrator or Assistant Superintendent - Elementary.

POSITION QUALIFICATIONS
Competency Statement(s)
Accountability - Ability to accept responsibility and account for his/her actions. Accuracy - Ability to perform work accurately and thoroughly. Analytical Skills - Ability to use thinking and reasoning to solve a problem. Applied Learning - Ability to participate in needed learning activities in a way that makes the most of the learning experience. Communication, Oral - Ability to communicate effectively with others using the spoken word. Communication, Written - Ability to communicate in writing clearly and concisely. Creative - Ability to think in such a way as to produce a new concept or idea. Decision Making - Ability to make critical decisions while following district procedures. Detail Oriented - Ability to pay attention to the minute details of a project or task. Diversity Oriented - Ability to work effectively with people regardless of their age, gender, race, ethnicity, religion, or job type. Enthusiastic - Ability to bring energy to the performance of a task. Ethical - Ability to demonstrate conduct conforming to a set of values and accepted standards. Friendly - Ability to exhibit a cheerful demeanor toward others. Goal Oriented - Ability to focus on a goal and obtain a pre-determined result. Honesty / Integrity - Ability to be truthful and be seen as credible in the workplace. Initiative - Ability to make decisions or take actions to solve a problem or reach a goal. Loyal - The trait of feeling a sense of duty to the employer. Organized - Possessing the trait of being organized or following a systematic method of performing a task. Presentation Skills - Ability to effectively present information publicly. Project Management - Ability to organize and direct a project to completion. Regular attendance - Exhibiting regular attendance in order to perform duties in a satisfactory manner. Reliability - The trait of being dependable and trustworthy. Responsible - Ability to be held accountable or answerable for one's conduct. Self-Motivated - Ability to be internally inspired to perform a task to the best of one's ability using his or her own drive or initiative. Strategic Planning - Ability to develop a vision for the future and create a culture in which the long range goals can be achieved. Team Builder - Ability to convince a group of people to work toward a goal. Time Management - Ability to utilize the available time to organize and complete work within given deadlines. | | Accountability - Ability to accept responsibility and account for his/her actions. | | Accuracy - Ability to perform work accurately and thoroughly. | | Analytical Skills - Ability to use thinking and reasoning to solve a problem. | | Applied Learning - Ability to participate in needed learning activities in a way that makes the most of the learning experience. | | Communication, Oral - Ability to communicate effectively with others using the spoken word. | | Communication, Written - Ability to communicate in writing clearly and concisely. | | Creative - Ability to think in such a way as to produce a new concept or idea. | | Decision Making - Ability to make critical decisions while following district procedures. | | Detail Oriented - Ability to pay attention to the minute details of a project or task. | | Diversity Oriented - Ability to work effectively with people regardless of their age, gender, race, ethnicity, religion, or job type. | | Enthusiastic - Ability to bring energy to the performance of a task. | | Ethical - Ability to demonstrate conduct conforming to a set of values and accepted standards. | | Friendly - Ability to exhibit a cheerful demeanor toward others. | | Goal Oriented - Ability to focus on a goal and obtain a pre-determined result. | | Honesty / Integrity - Ability to be truthful and be seen as credible in the workplace. | | Initiative - Ability to make decisions or take actions to solve a problem or reach a goal. | | Loyal - The trait of feeling a sense of duty to the employer. | | Organized - Possessing the trait of being organized or following a systematic method of performing a task. | | Presentation Skills - Ability to effectively present information publicly. | | Project Management - Ability to organize and direct a project to completion. | | Regular attendance - Exhibiting regular attendance in order to perform duties in a satisfactory manner. | | Reliability - The trait of being dependable and trustworthy. | | Responsible - Ability to be held accountable or answerable for one's conduct. | | Self-Motivated - Ability to be internally inspired to perform a task to the best of one's ability using his or her own drive or initiative. | | Strategic Planning - Ability to develop a vision for the future and create a culture in which the long range goals can be achieved. | | Team Builder - Ability to convince a group of people to work toward a goal. | | Time Management - Ability to utilize the available time to organize and complete work within given deadlines.
| Accountability - Ability to accept responsibility and account for his/her actions.
| Accuracy - Ability to perform work accurately and thoroughly.
| Analytical Skills - Ability to use thinking and reasoning to solve a problem.
| Applied Learning - Ability to participate in needed learning activities in a way that makes the most of the learning experience.
| Communication, Oral - Ability to communicate effectively with others using the spoken word.
| Communication, Written - Ability to communicate in writing clearly and concisely.
| Creative - Ability to think in such a way as to produce a new concept or idea.
| Decision Making - Ability to make critical decisions while following district procedures.
| Detail Oriented - Ability to pay attention to the minute details of a project or task.
| Diversity Oriented - Ability to work effectively with people regardless of their age, gender, race, ethnicity, religion, or job type.
| Enthusiastic - Ability to bring energy to the performance of a task.
| Ethical - Ability to demonstrate conduct conforming to a set of values and accepted standards.
| Friendly - Ability to exhibit a cheerful demeanor toward others.
| Goal Oriented - Ability to focus on a goal and obtain a pre-determined result.
| Honesty / Integrity - Ability to be truthful and be seen as credible in the workplace.
| Initiative - Ability to make decisions or take actions to solve a problem or reach a goal.
| Loyal - The trait of feeling a sense of duty to the employer.
| Organized - Possessing the trait of being organized or following a systematic method of performing a task.
| Presentation Skills - Ability to effectively present information publicly.
| Project Management - Ability to organize and direct a project to completion.
| Regular attendance - Exhibiting regular attendance in order to perform duties in a satisfactory manner.
| Reliability - The trait of being dependable and trustworthy.
| Responsible - Ability to be held accountable or answerable for one's conduct.
| Self-Motivated - Ability to be internally inspired to perform a task to the best of one's ability using his or her own drive or initiative.
| Strategic Planning - Ability to develop a vision for the future and create a culture in which the long range goals can be achieved.
| Team Builder - Ability to convince a group of people to work toward a goal.
| Time Management - Ability to utilize the available time to organize and complete work within given deadlines.

SKILLS & ABILITIES

Education: | Bachelor's Degree (four year college or technical school) Required, Field of Study: Education Master's Degree Preferred, Field of Study: Education | Bachelor's Degree (four year college or technical school) Required, Field of Study: Education | Master's Degree Preferred, Field of Study: Education
Bachelor's Degree (four year college or technical school) Required, Field of Study: Education
Master's Degree Preferred, Field of Study: Education

Experience: | Previous teaching experience preferred. | Previous teaching experience preferred.
Previous teaching experience preferred.

Computer Skills: | Shall be able to demonstrate an acceptable level of proficiency with computers and programs associated with the position.

Certifications & Licenses: | Current Arkansas teaching license required.

Other Requirements: | 1. Successful completion of pre-employment background checks. 2. Appropriate personal and professional conduct at all times around students, staff, and the general public.

WORK ENVIRONMENT
Most job responsibilities for this position are performed in an indoor school environment that is temperature controlled (heated and cooled) according to the season. Noise levels are mostly low to moderate.

Employee Signature: Date: | Employee Signature: | | | | Date: | | | | |
Employee Signature: | | | | Date: |

The Human Resources Department has reviewed this job description to ensure that essential functions and basic duties have been included. It is intended to provide guidelines for job expectations and the employee's ability to perform the position described. It is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities. Additional functions and requirements may be assigned by supervisors as deemed appropriate. This document does not represent a contract of employment, and the Bryant School District reserves the right to change this job description and/or assign tasks for the employee to perform, as the District may deem appropriate. It is the policy of the Bryant School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities, or employment practices.