TJJD - Literacy Specialist - (AUS or HOU) - 53331

How To Apply

Complete a State of Texas Application for Employment and the following additional forms (available at https://www.tjjd.texas.gov/careers/)

1. TJJD Employment Application Supplement (HR-003)
2. Child Abuse Registry Check Consent Form (HR-028)
3. Disclosure of PREA Employment Standards Violation (HR-975)
4. Authorization to Release Information (HR-074)

Failure to complete and submit the above forms will cause delays in your consideration for this position.

Apply Online at https://capps.taleo.net/careersection/644/jobdetail.ftl?job=00053331&tz=GMT-05:00 and attach to the application the above additional forms along with copies of high school/college diploma(s), copy of official college transcripts, any licenses/certifications, and, if a military veteran, any Certificate of Release or Discharge from Active Duty (DD Form 214).

Apply through Work-In-Texas at https://www.workintexas.com/vosnet/loginintro.aspx.  You will also need to complete and attach to the application the supplemental questions/forms indicated above along with a copies of high school/college diploma(s), copy of official college transcripts, any licenses/certifications, and, if a military veteran, any Certificate of Release or Discharge from Active Duty (DD Form 214).  The additional forms are available at: https://www.tjjd.texas.gov/careers and can be submitted via email to:  HRJobs@TJJD.Texas.gov.

Please Note

Your job application must be completely filled out and include all employment, do not limit employment to the past 10-15 years.  Your application must contain complete job histories, which include job titles, name of employer, dates of employment (month & year), supervisor’s name and phone number, and a description of duties performed, and whether it was full-time or part-time and hours per week.  If any of this information is not provided, your application may be rejected as incomplete.  Resumes do not take the place of this required information.

Applicants must be able to pass a Criminal Background Check and any other requirements listed under Minimum Qualifications.

Benefits

State of Texas Benefits and Retirement Information can be found at https://www.ers.texas.gov.  Benefits include:  Retirement plan, paid group health & life insurance for employee, paid holidays, paid vacation leave, paid sick leave, longevity pay, educational assistance program, employee assistance program.  Optional add-on benefits include:  Dental, Vision, Optional Life Insurance, Voluntary AD&D Insurance, Dependent Health & Life insurance, Health & Dependent care flexible spending accounts, etc.  Additionally, certain designated positions are eligible for hazardous duty pay, career ladder advancements, and free meals while on duty.

General Description

The Texas Juvenile Justice Department implements a comprehensive reading plan in accordance with the requirements and provisions established by §30.106, Texas Education Code (TEC), to improve the reading skills of TJJD students.  The reading program established by the plan is instrumental in successfully re-engaging these youth in the education system and decreasing recidivism.  Building on the mandated reading component, TJJD adds writing, speaking, listening, and thinking to reading to address literacy.  This position is a grant-funded position. 

One Hundred percent (100%) of the funds for this position are from Title I, Part D of the ESSA, as amended, also called The Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk (Title I, Part D).  Performs advanced (senior-level) consultative and technical assistance work.  Work performed through the use of such funds involves:  (1) providing expert instruction, assessment, and leadership in the implementation and ongoing evaluation and enhancement of the research-based reading program; (2) collaborating with campus education administrators, lead reading instructors and all teachers at the TJJD campuses throughout the state to support, supplement, and extend classroom teaching as part of the program’s implementation; (3) providing and supporting instructional strategies within core content classrooms that improve reading, writing, listening, speaking, and thinking; and (4) consulting with faculty from institutions of higher education who have expertise in literacy instruction for adolescents.

Develops and implements an agency literacy curriculum to improve students’ success in reading writing, speaking, listening, and thinking; plans, documents  and assists in areas of teaching and student progress/activities/outcomes; develops lesson plans; models the necessary skills to perform assignments; disaggregates performance data and assists in designing appropriate reading interventions; assists with providing a safe and positive learning environment; and provides feedback to students, teachers, campus education administrators and centrally located education administration regarding student progress, expectations, goals, and related factors.  May assign and supervise the work of others.  Reports to the TJJD Superintendent of Education or designee.

Works under minimal supervision, with considerable latitude for the use of initiative and independent judgment.  May be required to work in excess of 40 hours per week and be on call. 

Essential Duties

Develops an agency literacy program that includes reading, writing, listening, speaking, and thinking through the use of scientifically based, peer-reviewed reading curricula that have proven effective in improving the reading performance of struggling adolescent readers; addresses individualized and differentiated reading goals and includes each of the essential components of effective reading instruction, including phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Works collaboratively with facility Volunteer Coordinators and others to establish and maintain Reading Volunteer programs at each facility.

Researches and assists agency reading teachers with implementing assessment instruments and accurately scores and interprets results.

Reviews and implements TJJD and Texas Education Agency (TEA) procedures and operating guidelines; interprets and follows the statutory requirements and provisions set forth in the §30.106, TEC, including forging appropriate partnerships with institutions of higher education.

Evaluates performance in each essential component of effective reading instruction, including phonemic awareness, phonics, fluency, vocabulary, and comprehension; ensures that proper reading I, II, III, Texas Essential Knowledge and Skills (TEKS) are taught in each reading class and verifies credit is awarded accurately by monitoring reading credit documentation at each campus.

Reviews and analyzes the monthly and quarterly reading performance measure data reports and provides a monthly report of findings to campus principals and centrally located education administrative staff; monitors progress in areas of deficiency at each campus and assists teachers in designing interventions specific to an individual student.

Assists reading teachers at each campus for the purpose of implementing agency reading curriculum; assumes individual responsibilities as assigned by the superintendent of education or designee (e.g. collegial groups, staff professional development, student activities, student supervision, etc.) for the purpose of improving staff knowledge and supporting student activities.

Ensures that all TJJD education staff teaching English language arts, reading, mathematics, science, social studies, physical education or career and technology education are trained in incorporating content area reading instruction using empirically validated instructional methods that are appropriate for struggling adolescent readers and provide at least 60 minutes per school day of individualized reading instruction to students who exhibit deficits in reading on agency approved assessments; develops and monitors content area vocabulary strategies for implementation in non-reading classrooms to address the needs of dyslexic students.

Facilitates professional development opportunities (e.g. literacy team meetings, workshops, etc.) for agency teachers and administration for the purpose of fostering expertise in teaching reading to struggling adolescent readers and dyslexic students.

Travels for campus visits to monitor reading classroom instruction, core-content classroom instruction, and library usage.  Travels to conferences to stay abreast of best practices related to reading, dyslexia, and instructional resources.

Collaborates with departmental staff in meeting established objectives and goals; shares information, identifies concerns and trends, and recommends improvements to resolve problems or enhance operations.

Will be required to travel 20% of the time. Performs a variety of related duties not listed, to be determined and assigned as needed.

Performs all duties in compliance with agency safety policies and procedures:

• Reports safety hazards and corrects hazards when possible.
• Completes required documentation in the event of an accident/injury within requested time frames.

Attends work on a regular and predictable schedule in accordance with agency attendance and leave policies.

Actively embody and support the Texas Model by demonstrating its core values in daily tasks and interactions with others.

Minimum Qualifications

Bachelor’s degree.  Two years of full-time wage-earning experience that may be a combination of classroom teaching, reading specialist, or providing consultative or technical assistance regarding reading programs.

Certification Requirement:

• Must hold a valid Texas Teacher Certification as an Elementary Reading Teacher, Secondary Reading, or Secondary English Language Arts & Reading Teacher.

Preferred:

• Master’s degree in Education, Curriculum and Instruction, Reading, or Reading related field.
• Experience teaching and using research based reading strategies (i.e. Dyslexia supports) in correctional facilities or elementary, middle, or high school.
• Experience working independently, with teachers, principals, and other school-based practitioners to collect information.
• Experience with analyzing data, making data-based instructional decisions and adaptations is strongly preferred.

Experience And Education Substitutions:

• One year of appropriate experience may be substituted for one year of college (30 course hours) on a year for year basis.
• Completed course hours of undergraduate study may be substituted for up to four years of experience on a basis of 30 course hours for one year of experience.
• Completed course hours of graduate study may be substituted for up to two years of experience on a basis of 12 graduate course hours for one year of experience.
• Experience requirements may be satisfied by the prorated part-time equivalent.

Requirements For Continued Employment:

• Failure to maintain required licensure/certification will result in termination of employment.

Note:  Any degree, diploma, high school equivalent, or course hours required to meet minimum qualifications must be obtained from an accredited educational institution.

Knowledge, Skills, And Abilities

• Knowledge of current research on how struggling secondary students learn to read, and best practices of how reading is taught at the secondary level.
• Knowledge of performance measure/accountability data and of planning and programs to improve performance.
• Knowledge of progress monitoring measures.
• Knowledge of local, state and federal education law and regulations.
• Skill in working collaboratively with teachers and providing consultation and professional development.
• Skill in operating computers, applicable computer software, and other standard office equipment.
• Skill in using high level data and informational reports as an administrative tool.
• Ability to work well with students in alternative or innovative educational environments.
• Ability to work without close supervision.
• Ability to evaluate data, programs, and effective instruction and provide constructive feedback.
• Ability to administer assessment instruments, and to accurately score and interpret results.
• Ability to communicate effectively, both orally and in writing with students, parents, administrators, representatives of institutions of higher education, and other professionals involved in the education of TJJD youth.
• Ability to provide services to potentially aggressive/combative youth in a correctional setting with a wide variety of temperaments (volatile, aggressive, suicidal) and specialized needs (chemically dependent, sexual offenders).
• Ability to effectively direct the activities of youth.
• Ability to prioritize and manage multiple tasks; plan, organize, and coordinate work assignments; and meet deadlines.
• Ability to work collaboratively with all stakeholders and maintain a professional, courteous demeanor.
• Ability to process information logically, make decisions, and to demonstrate the soundness of those decisions.
• Ability to plan, assign, and supervise the work of others.
• Ability to work in excess of 40 hours per work week, be on-call, and travel.

Physical Demands And Working Conditions

The following physical demands and working conditions are representative of those encountered and/or necessary for the employee to successfully perform the essential functions of this job.  Reasonable accommodations will be made to enable individuals with disabilities to perform the essential functions.

Analyzing

Ability to communicate effectively, orally and in writing

Ability To See

Ability to hear (with or without aid)

Heavy lifting, up to 25 lbs.

Heavy carrying, up to 25 lbs.

Pulling

Pushing

Walking

Standing

Sitting

Repeated Bending

Operate Motor Equipment

Reaching Above Shoulder

Grasping

Identify Colors

Alphabetizing

Veterans

In order to receive veteran’s preference, a copy of your DD Form 214 (Certificate of Release or Discharge from Active Duty), VA disability rating (if applicable), or a DD Form 1300 (Report of Casualty) must be attached to your application.

Go to https://texasskillstowork.com/, https://www.onetonline.org/, or http://www.careeronestop.org/ for assistance translating your military experience and training courses into civilian job terms, qualifications/requirements, and skill sets.

• Additional Military Occupational Specialty (MOS) Code or Crosswalk information is available from the Texas State Auditor’s Office at 
• Education MOS Codes. 

Sponsorship

Candidates must be eligible to work in the United States without requiring sponsorship.

Additional Information

If you are scheduled for an interview and require any reasonable accommodation in our interview process, please inform the hiring representative who calls you to schedule your interview.  Whenever possible, please give the hiring representative sufficient time to consider and respond to your request.

Only candidates selected for an interview will be contacted.

Due to the high volume of applications, we do not accept telephone calls.  If you submitted your application through the CAPPS Career Center (https://capps.taleo.net/careersection/ex/jobsearch.ftl?lang=en), you may also check the status of your application by accessing your profile and selecting My Jobpage and selecting My Submissions.

Thank you for considering employment with the Texas Juvenile Justice Department.

An Equal Employment Opportunity Employer

The Texas Juvenile Justice Department does not discriminate on the basis of race, color, religion, sex, national origin, age, or disability in employment or the provision of services.