Reading Specialist

Overview

We are excited to consider your application for anticipated vacancies in the 2025-2026 school year. We are thrilled that you’re considering applying for openings expected in the 2025-2026 school year at Friendship Public Charter School. Our formal interview process will begin in January 2025, for our confirmed vacancies only. Non-vacant positions may still be posted during this time. 

Friendship Public Charter School operates a dynamic network of college-preparatory charter schools headquartered in Washington, DC. We proudly serve more than 4,800 preschool through 12th-grade students and support a growing network of alumni as they complete college. Our mission is to provide students with a world-class education that fosters ethical, literate, well-rounded, and self-sufficient individuals. We aim to inspire students to reach high academic standards, enjoy the learning process, succeed in their endeavors, and contribute actively to their communities. For 25 years, thanks to the dedication and expertise of our outstanding faculty, our students have excelled—achieving high graduation rates, college acceptance, and success both academically and socially.

We are seeking professionals who are responsible, confident, respectful, caring, committed, persistent, and patient to join our community for the 2025-2026 school year, starting in August 2025. At Friendship, we believe that every child has the potential to reach and succeed in college—and we invite those who share this belief to apply.

For more information about our schools please visit the following Social Media pages: YouTube, Linkedin, Facebook, Instagram & Twitter! 

Please also see the available salary scales: FPCS Compensation

Responsibilities

• Use data to identify students in need of literacy intervention;
• Provide supplemental instruction to struggling readers in the forms of individual or small group intervention;
• Collect and analyze data to evaluate and further develop action plans in response to determined student literacy needs;
• Continuously monitor progress of students, both formally and informally, in order to adjust instruction and student grouping; 
• Accountable for students' literacy growth and increasing each individual student's literacy achievement;
• Maintain frequent communication with school administrators regarding data on student literacy growth;
• Provide resources, organize and lead professional development workshops and offer on-going training to school staff on evidence-based literacy practices;
• Use scaffolding techniques to improve students reading as well as help teachers become comfortable in implementing evidence-based instructional practices;
• Coordinate and help administer the various literacy screening, progress monitoring, and diagnostic assessments;
• Assist in the analysis of school-wide literacy strengths and weaknesses and formulate plans to improve student achievement in reading and teaching effectiveness;
• Serve as a resource to content area teachers in identifying reading needs, adapting instructional techniques, and selecting appropriate materials for their disciplines;
• Collect and facilitate the review and use of school literacy data to guide instruction and plan for student needs;
• Promote an interest in reading by initiating and coordinating reading incentive programs;
• Keeps abreast of developments, research, and new technology in the field;
• Performs any other related duties as assigned by the school principal or other appropriate administrators;
• In collaboration with the classroom teacher, provide assistance as requested, such as: participate in parent conferences, answer parent concerns in formal and informal settings to encourage support for their child’s reading/language arts development, serve as a resource to promote parental support of the reading/language arts program goals;
• Performs other related work.

Qualifications

KNOWLEDGE, ABILITIES, AND SKILLS:

• Ability to use a range of effective instructional strategies to increase student literacy growth;
• Experience in assessing student skills and knowledge in reading and writing, using a variety of formal and informal assessment tools;
• Ability to assist in the analysis of school-wide literacy strengths and weaknesses and formulate plans to improve student achievement in reading and teaching effectiveness;
• Knowledge of successful techniques in classroom management and instructional planning for effective literacy instruction;
• Ability to serve as a school- and network-wide resource;
• Deep understanding of evidence-based reading research and practices for teaching reading and assessing student progress toward achievement of benchmarks as documented in coursework and/or experience as a teacher of reading;
• Outstanding presentation and facilitation skills;
• Proven experience in delivering professional development to teachers and in facilitating adult learning and growth;
• Interpersonal skills (communication, problem solving, conflict management, collaboration) to share research based instructional approaches with teachers and administrators and provide advice, mentoring and coaching;
• Strong organizational skills.
• Excellent communication skills

EDUCATION, TRAINING, AND EXPERIENCE:

• 5 years elementary/secondary urban classroom experience; 
• 2 years as a reading specialist, literacy coach or related position;
• Reading Specialist credentials required (e.g. certification, etc.)
• Bachelor's degree in English, reading, education, or related field required, Master's Degree preferred;
• Proven success increasing student reading and literacy achievement;

CERTIFICATE AND LICENSE REQUIREMENTS:

• Deemed Highly Qualified per ‘No Child Left Behind’ (NCLB) Legislation.
• Praxis II, 0041 English Language Literature: Content Knowledge with a passing score of 160, OR
• Bachelor's Degree from an accredited university or College in English or Reading, OR
• Equivalent Credit Hours in English or Reading in the course description.

FPCS’s policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws.  This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment.  Employment decisions at FPCS are based solely upon relevant criteria, including an individual’s capabilities, qualifications, training, experience and suitability.