New Policy Specialist jobs in Bridgeport, CT

Reading Specialist

New Beginnings Family Academy, 184 Garden St., Bridgeport, CT 06605

About New Beginnings Family Academy
Opened in September 2002 offering grades K-3, New Beginnings Family Academy (“NBFA”) offers active and engaging learning experiences from Pre-K through 8th grade. NBFA is a tuition-free, public charter school proudly distinguished by:

• Social, emotional and academic learning steeped in child development best practices
• Small class sizes and two adults per classroom
• An emotionally responsive model that weaves trauma-informed practice into every classroom
• Parental involvement, in and outside of the classroom
• Placement at competitive high schools (Kolbe Cathedral, Notre Dame, Fairfield Prep, etc.)

NBFA is located on an “urban campus” at 184 Garden Street, Bridgeport, CT (within a mile of the University of Bridgeport and the beach at Seaside Park). NBFA is an equal opportunity employer that values a diverse workplace. NBFA respects, values and celebrates the unique attributes of all its stakeholders: employees, students, families and members of its Board of Directors.

Mission-Driven Culture
NBFA employees thrive in a collaborative environment of thoughtful, self-reflective professionals on a mission to change the life outcomes of Bridgeport youth by helping to close the nefarious achievement gap. Our mission is to provide students a meaningful, high-quality education through experience-based learning that helps develop essential social, emotional and critical-thinking skills. This gives all children a foundation to achieve their full potential at every stage of life.

The Reading Specialist will support the implementation of the district's multi-tiered intervention model. The Reading Specialist will provide expertise in direct intervention to students who require support in the areas of literacy to enhance the district's capacity to meet the needs of all learners through tiered intervention. The Reading Specialist must demonstrate a commitment to reinforcing research-based strategies and programs with a willingness to support students at-risk for learning success.

Principal Responsibilities:

• Plan and deliver evidence-based lessons to Tier 2 and 3 students
• Frequently monitor student progress and maintain effective and efficient record keeping procedures
• Participate in school-wide and grade level data teams and Professional Learning Communities to share best

practices, and help improve overall school performance

• Meet with SRBI Team and Principals to review student performance data and develop strategies to address

the needs of learners

• Support SPED teachers in the development of IEP goals and objectives
• Attend professional development on content, instructional pedagogy, and differentiation
• Perform other duties related to content area instructional improvement and student learning, as assigned

by the Principal

Minimum Qualifications:

• Knowledge of Common Core Curriculum Standards and frameworks;
• Knowledge of research-based interventions, assessments, and instructional strategies including the workshop model;
• Experience in implementing standards-based lesson plans with embedded formative assessments;
• Experience in developing strategies to address the diverse needs of students at-risk for learning;
• Ability to provide teachers with hands-on, relevant, and practical assistance to differentiate support based on the needs of individual students;
• Ability to work well with others, build relationships with school staff, and maintain confidentiality;
• Commitment to the success of all students and teachers;
• Computer proficiency and commitment to technology integration in content instruction;
• Minimum of 4-years of teaching experience

Certification, Knowledge and Skills:

• Maintain a current Connecticut teacher certification (102)
• Master his/her content area or subject matter
• Be willing and able to offer constructive feedback to assist colleagues
• Understand that all work responsibilities are subject to performance goals and/or targets established as part of the Board’s and school’s organizational planning
• Be willing and able to receive constructive criticism to achieve performance goals
• Fervently believe in NBFA’s mission and be willing to work diligently to positively impact the life outcomes of our students

8/19/24

Per Collective Bargaining Agreement