Reading Interventionist [Candidate Pool Posting] (SY25-26)

The Boston Public Schools is seeking educator leaders who are energized to guide students in building the knowledge, skills, and talents they will need to engage with and transform their world. Learning at the district will be grounded in the deep knowledge and experiences that each child brings through his/her own identity to the classroom. Through thoughtfully planned units of study based on the district adopted core curriculum, students will broaden their understanding of the world around them and develop the skills required to effectively ask and answer their own questions and to think critically and creatively about what they are learning and experiencing. We aspire for all the district students to be independent learners who will be prepared to pursue their interests and passions and to be effective agents of change for themselves, their families, their communities, and the nation. 

The Reading Specialist will provide intensive reading intervention support to students reading below grade level proficiency both inside the classroom and in small groups. The job will also include co-teaching and planning with other teachers to increase the quality and effectiveness of literacy instruction to dramatically improve student learning. We seek educators with a growth mindset, a deep belief in equity, and an openness to learning and growing with like-minded colleagues to reach the district’s ambitious goals. We plan to utilize the experiences and support that the District offers to dramatically improve outcomes for students in a safe and welcoming school environment. 

The Reading Interventionist is an experienced educator who has demonstrated capacity in producing dramatic and sustained improvements for students in a safe and welcoming environment. The Reading Interventionist has the capacity to inspire others toward similar, ambitious results and the leadership skill to deliberately and thoughtfully drive the work of teams of his/her/their peers through cycles of inquiry and reflection that lead to improved instructional practice across the grade level team and ultimately to higher learning outcomes for all students. 

Responsibilities: 

Leadership 

• Support the facilitation of weekly common planning time (CPT) meetings to intentionally observe, analyze, refine, and improve teaching and learning, and the advancement of equity for all students. 
• Consistently champion and model practices that are culturally and linguistically affirming for peer teachers and students.
• Actively participate in and support the work of the Instructional Leadership Team (ILT) to continually develop and implement the instructional vision, measure progress toward school goals, as well as develop and deploy school-wide systems and structures to support student learning. 
• Create a culture of collaboration and mutual support among peer teachers on the grade level team. Inspire school-wide and local support for the district through his/her/their own enthusiasm. 
• Possess a deep knowledge of the instructional vision for the district, rigorous grade-level standards, and adult learning. 
• Model and reinforce the consistent implementation of the instructional vision through best practices, including co-teaching, peer observation, task analysis, and co-facilitation of professional learning.
• Analyze and incorporate the use of data into the daily life of the grade level team, consistently tracking and analyzing a variety of metrics against goals to continually improve teaching and learning. 
• Successfully balance the roles of peer-colleague and team leader and effectively navigate difficult conversations around improvement, bias, and other topics as they surface. Have a strong track record of success in urban education. 

Curriculum and Instruction 

• Aware of their own biases, develops strong relationships with students, and can effectively utilize the cultural and linguistic knowledge of students, families, and the school community to adapt practices, materials and environments to engage, motivate, and facilitate deep learning. 
• Design lessons and units using Universal Design for Learning (UDL) and Understanding by Design (UbD). 
• Effectively analyze data to drive decision making. 
• Effectively facilitate student-centered learning experiences. 
• Have a thorough understanding content/academic area 
• Have a deep knowledge of teaching methodologies/pedagogy 
• Have an ongoing understanding of and ability to integrate current and emerging technology into their teaching. 
• Understand students as learners, including diverse characteristics, abilities, and learning styles. 
• Help students understand the ways in which the arts make meaning, connect with the entire curriculum, and prepare students for success in school, work, and life. 

Interpersonal Relationships and Communication 

• Build authentic relationships with students, families, communities, and other staff members to create a learning partnership. 
• Communicate effectively and proactively with students, families, and the school community both orally and in writing. 
• Collaborate effectively with other staff members to provide integrated support for students. 

Professional Learning and Growth 

• Collaborate with colleagues and school leaders to continually reflect on their practice and evidence of student learning in order to grow as a professional and as a school. Understand other adults as learners, including diverse characteristics, abilities, and learning styles. 
• Implement school learning goals and objectives using school curriculum, in alignment with state frameworks; 
• Pursue ongoing professional development to support their continuous improvement in both teaching and the arts 
• Continually reflect and seek feedback to improve their practice 

Additional duties as assigned by the Supervisor 

Qualifications - Required: 

1. Hold an Reading- All Levels, Early Childhood Education, PreK-2, Elementary, 1-6, English, 5-12, or Moderate Disabilities License at the appropriate grade level
2. An SEI Teacher Endorsement 
3. Certification in either the Orton Gillingham or Wilson Reading System, or the ability to obtain this certification within the first two years of employment.* 
4. Knowledgeable advocate of the BPS vision for Equitable Literacy, including research on the Science of Reading 
5. Experienced with BPS core curriculum at aligned grade band (Focus on K-2, Fundations, Expeditionary Learning (2017), StudySync) 
6. Experience and demonstrated expertise as a teacher of Literacy 
7. Demonstrated success working with teachers and administrators as a professional development provider, team leader, and/or facilitator 
8. Strong organizational skills 
9. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment

Qualifications - Preferred: 

1. Hold a Massachusetts Teaching Specialist License in Reading, All Levels.
2. Experience working in an urban setting 
3. Competence in more than one language (Spanish preferred) 
4. Special education license, experience and/or expertise 
5. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Cantonese, Mandarin, Vietnamese, Portuguese, & Somali. 
6. In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)). 

Terms: BTU, Group I 

Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. 

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.