Middle School - Reading Interventionist

Reports to: Assistant Principal of Instruction

About the Role

The Reading Interventionist is responsible for the instruction, data collection, and overall growth of students in their classroom learning foundational reading skills at their current instructional level. This role is aligned with the ultimate goal of closing achievement gaps and reaching grade-level proficiency as quickly as possible. The ideal candidate is passionate about small group instruction, data analysis, and is a collaborative member of the school team. Reading Interventionists receive regular coaching and feedback, so openness to improvement and reflection on practices is essential.

Responsibilities

• Leading Small-Group Instruction
  • Provide consistent, prescriptive small-group instruction to middle/high school students requiring intervention in foundational reading skills.
  • Internalize and plan each lesson to ensure individualization for students and incorporation of all instructional and cultural aspects to maintain fidelity of implementation.
  • Teach using LEAD Public Schools’ selected research-based, high-quality reading intervention curriculum(s).
  • Utilize behavior management strategies and teacher moves to intentionally support middle/high school students in actively engaging in foundational reading instruction.
• Administration and Analysis of Screening and Progress-Monitoring
  • Regularly assess and progress monitor student growth and academic gaps using LEAD’s selected research-based progress monitoring platform.
  • Lead individual data analysis of every student in your intervention classes to identify needs and drive student reading growth.
  • Communicate student progress to families and staff members.
• Embracing Coaching and Development
  • Meet and engage with your RTI instructional coach regularly to develop and refine your craft as a Reading Interventionist.
  • Accept and implement feedback through regular coaching cycles and implementation plans.
  • Actively participate in professional development geared toward your role, including curriculum, progress monitoring tools, data analysis, and behavior management.
  • Demonstrate eagerness to learn the Science of Reading and how to teach foundational reading skills to middle/high school students.
  • Collaborate with other reading interventionists at your campus and across the LEAD network in Professional Learning Communities (PLC).
  • Implement learnings from coaching, professional development, and PLCs to positively impact student outcomes.

Requirements

Certified Candidates:

• Current certification or ability to be certified in Tennessee.
• 2-3 years of experience working with children/young adults in a professional or volunteer setting.
• Experience teaching reading, Special Education (ExEd), English Learners (EL/ELL), ELA, or elementary self-contained with a general knowledge of foundational reading preferred.
• A results-oriented history of personal achievement.
• A belief that all students, regardless of background and current ability, can succeed in high school, college, and life.
• A passion to work relentlessly within a team to help close the achievement and opportunity gap.
• A data-driven mindset.
• The discipline to self-reflect and the hunger to continuously improve, including a willingness to grow through observations, feedback, and coaching.

Uncertified Candidates:

• Hold an associate’s or bachelor’s degree in any area (preferred).
• 2-3 years of experience working with children/young adults in a professional or volunteer setting.
• Experience being coached or managed in a way that led to improvement on the job or at a specific skill.
• A results-oriented history of personal achievement.
• A belief that all students, regardless of background and current ability, can succeed in high school, college, and life.
• A passion to work relentlessly within a team to help close the achievement and opportunity gap.
• An interest in/willingness to utilize data to improve your craft and support student growth.
• The discipline to self-reflect and the hunger to continuously improve, including a willingness to grow through observations, feedback, and coaching.