POSITION PURPOSE: 

Work with selected first, second, and third-grade students to accelerate their reading performance and achievement. The program provides students with additional time and instruction on reading during the summer. The goal is for students to demonstrate proficiency in reading for their current grade level by the end of the camp. 

MINIMUM QUALIFICATIONS: 

KNOWLEDGE, SKILLS, AND ABILITIES 

• Understanding of the teaching and learning process for early elementary students
• Understanding of researched-based best practices in literacy instruction for students in grades K-3 
• Ability to infuse technology into the curriculum 
• Ability to monitor the safety and well-being of students 
• Ability to motivate and inspire students 
• Ability to perform general clerical duties 
• Ability to maintain basic files and records
• Ability to work effectively with administrators, colleagues, central office, and

School-based staff, students, parents, and the community 

• Excellent oral and written communication and human relations skills 

CERTIFICATION AND LICENSE REQUIREMENTS 

• Must hold a valid Teacher’s License issued by the state of NC in the applicable field 
• Must not be on the NCDPI list of teachers no longer qualified to teach and/or must not be currently engaged in a certification revocation hearing process 

PREFERRED QUALIFICATIONS: 

•  National Board Certification
• Awarded a reading performance bonus from DPI
• Demonstrated record of achieving Highly Qualified status on evaluations
• Demonstrated high growth in reading on EVAAS
• Trained in specific programs to be utilized during RTA camp including Letterland, Heggerty, and From Phonics to Reading

• Familiarity with NC Standard Course of Study and Read to Achieve Reading Camp curriculum 
• Previous participation in district-led PD including Science of Reading, Heggerty, and Appropriate Use of Decodable Readers 

ESSENTIAL DUTIES AND RESPONSIBILITIES 

The RTA intervention teacher’s daily responsibility will be primarily devoted to the delivery of RTA literacy instruction to identified struggling readers. The majority of the teacher’s time will be spent delivering intensive reading instruction to first, second, and third graders. Examples of other leadership activities might include collaborating with colleagues, encouraging family 

involvement, conducting assessments, maintaining required records of assessment and student progress, etc. The teacher will plan, organize, and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development. Under general supervision, the RTA teacher serves as the core content teacher of record for students during the summer intensive reading camp program. 

Expectations: 

• Follow district district-provided daily schedule 
• Plan and deliver intensive literacy instruction 
• Provide an engaging and supportive learning environment with high expectations for all

learners 

• Follow and document IEP/504 Guidelines 
• Conduct assessments and maintain records as required 
• Participate in all required professional development 
• Celebrate the accomplishments of students
• Attend and complete all required meetings/ trainings 
• Adhere to all current district policies and guidelines 
• Adhere to copyright laws and other requirements about the distribution and use of

resources 

• Perform other duties as assigned