Literacy Interventionist- Williamstown Elementary School

Williamstown Elementary School is seeking a highly skilled and passionate Literacy Intervention Specialist to support our K-5 students in developing essential reading and literacy skills. The ideal candidate will have extensive knowledge of evidence-based literacy instruction, including expertise in the Orton-Gillingham approach and best practices in teaching phonics, phonemic awareness, fluency, vocabulary, and comprehension. This position is critical in providing targeted, individualized support for students who are struggling with reading, empowering them to build confidence and achieve academic success. The Literacy Intervention Specialist will collaborate with teachers, analyze data, and deliver effective interventions to address diverse learning needs and close achievement gaps. The ideal candidate will: Deliver structured, multi-sensory, and evidence-based instruction to individual students and small groups, grounded in the Orton-Gillingham approach. Use best practices in teaching foundational literacy skills to support early and struggling readers. Analyze literacy assessment data to identify learning needs, develop individualized intervention plans, and track student progress. Partner with classroom teachers to co-plan and co-teach literacy interventions, provide coaching on best practices, and support differentiated instruction. Create a positive and nurturing learning environment that encourages students to build confidence and develop a lifelong love of reading. Communicate regularly with families about student progress and provide resources and strategies to support literacy development at home. Hold a valid Vermont teaching license with a Reading Specialist endorsement (3-61 or 7-61), and have several years of applicable experience. Possess certification or training in the Orton-Gillingham approach, with a strong understanding of structured, multi-sensory literacy instruction, as well as deep knowledge of best practices in reading instruction, including phonics, phonemic awareness, and comprehension strategies. Have experience using assessment tools such as phonics screeners and diagnostic reading assessments to inform instruction. Have familiarity with research-based intervention programs (e.g., Wilson Reading System, Fundations, or Heggerty). Possess strong collaboration and communication skills to work effectively with teachers, administrators, and families. Have a commitment to equity and a belief that every child can become a successful reader with the right support. Williamstown Elementary School is dedicated to helping every child unlock the power of literacy. As our Literacy Intervention Specialist, you will play a vital role in equipping students with the foundational skills they need to thrive academically and beyond. You’ll work as part of a supportive and innovative team that values collaboration, professional growth, and a shared commitment to student success. This is an exciting opportunity for a literacy expert who is passionate about making a meaningful difference in the lives of students, empowering them to become confident and proficient readers. ESSENTIAL JOB FUNCTIONS In collaboration with classroom teachers and the building principal, as well as district-wide specialists and outside organizations, the Literacy Intervention Specialist will: ● provide systematic intervention, instruction, and support for students working to meet reading proficiencies or looking to expand their literacy skills. ● provide support and resources to teachers to ensure effective use, and integration of, research-based tools and strategies; share resources and support teachers in identifying appropriate instructional materials and implementation of strategies. ● keep abreast of current best practices, research findings, and other developments in the field; provide professional development to teaching staff, including by modeling/co-teaching lessons. ● assist in the creation of and provide embedded professional development with teachers. ● support teachers with administration of assessments; analyze and interpret assessment results to help inform instructional strategies and curriculum decisions; monitor student progress toward literacy proficiencies. ● administer and analyze school wide literacy screeners, on demand assessments, state assessments, and other diagnostic assessments as necessary; share data with full faculty, help them interpret the data, and facilitate the use of data to improve instruction. ● attend ongoing professional development to enhance pedagogical and content knowledge, as well as teaching skills, pertaining to reading intervention, data use, progress monitoring, and proficiency-based learning, thereby supporting district goals and strategic plans. ● participate in the K-12 vertical teamwork on the development of a literacy assessment plan. ● actively participate in workshops, in-service meetings, teacher training, building level staff meetings, district meetings, and other school and district committees/projects, making substantial contributions. ● support the planning and implementation of family literacy events. OTHER PROFESSIONAL RESPONSIBILITIES Works effectively, cooperatively and respectfully with supervisors, colleagues, subordinates, and other professionals and outside agencies. Participate, as needed, in school-based teams, such as Data Teams, Leadership, MTSS, and Universal teams. Actively participate in school events, workshops, in-service meetings, teacher training, building level staff meetings, district meetings, and other school and district committees/projects. Seek out and actively participate in opportunities for professional development to enhance skills, to support district goals and school action/strategic plans. Keep abreast of current best practices, research findings, and other developments in the field. Actively participate in assisting and supporting other educators and administrators in the school and/or district. Follow and assist in upholding and enforcing school rules, administrative regulations and procedures, and policies of the CVSU. Assist in training, planning, and directing the activities of assigned paraeducators; plays an advisory role in evaluations of assigned paraeducators. Participate in the implementation of the school safety and crisis response plans including training and drill practice. Other duties as assigned. KNOWLEDGE, SKILLS, and ABILITIES To perform this job successfully, an individual must possess: ● dedication to providing a safe and respectful learning environment for students. ● excellent teaching, organizational and planning skills. ● commitment to the success of ALL students, and ability to understand and teach to the various learning styles of students. ● the ability to effectively engage students. ● working knowledge, and understanding, of the student population being served and how demographic variables impact student achievement; effectively use this knowledge to design and deliver instruction. ● professionalism in all settings. ● the ability to consider "What's best for students" in serving and advocating for students, and in decision making. ● strong organizational skills that reflect the ability to prioritize multiple tasks seamlessly with excellent accuracy & attention to detail. ● composure, flexibility, and adaptability when faced with change, new ideas and tasks, different work sites or assignments, and a multitude of pressures and stressful situations. ● interpersonal skills to communicate with others tactfully, in a way that is direct, honest, and transparent, while also being sensitive to their needs and personality. ● a professional appearance for the position in both dress and manner. ● attention to detail and the ability to effectively adjust rate or speed in anticipation of time constraints. This includes meeting deadlines and committing to long hours of work, when necessary to reach goals and follow through on commitments. ● the ability to take personal responsibility for one's own actions. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: Education and Experience: Bachelor’s degree and working knowledge of Vermont’s state standards required. Recent experience working in a Vermont school district is preferred. Certifications and Licenses: Holds, or is eligible to hold, a valid Vermont teaching license with a Reading Specialist endorsement (3-61 or 7-61) required. Meets all the basic competencies and qualifications of the endorsement(s) as listed in the Regulations Governing the Licensing of Educators and the Preparation of Educational Professionals. A strong understanding of the Common Core State Standards and the pedagogical underpinnings of these standards. A strong understanding of best practices in reading instruction and assessment across content areas, and a commitment to continuous improvement in the areas of knowledge and professional practice. Experience in assessment and data-driven decision-making processes and protocols. A commitment to proficiency-based curriculum, instruction, and assessment. Knowledge and/or experience using “backwards design” for lesson development, differentiated instruction to support all students, and formative assessment to provide student feedback and to adjust lesson delivery. Experience in co-teaching with other teachers is desirable. Fingerprint/criminal justice clearance. Language Skills: Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to school/district standards or regulations. Ability to effectively present information and respond to questions from administrators, parents, peers, board members and the general public. Mathematical/Reasoning Skills: Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Computer Skills and Experience: Ability to learn and utilize library management system, productivity software (email, calendar, word processing, spreadsheets), grading, student information, and assessment systems, and new software programs as systems upgrade. Media and Technology Skills and Experiences: Demonstrated knowledge of library organization and systems, and use of computerized library information systems required. Strong background in information technology and educational technology integration is also preferred. Communication & Interpersonal Skills: Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively resolve conflicts and handle stress. Ability to successfully support diverse students, including students of color, English Language Learners, and LGBTQIA students. PHYSICAL DEMANDS Physical ability to perform the essential functions of the job as outlined above, in addition to the following: under most circumstances, while performing the duties of this job, the employee is frequently required to stand, walk, and sit. The employee is occasionally required to reach with hands and arms; climb steps; stoop, kneel, or crouch. The employee must occasionally lift, carry, move objects. Employees are regularly required to handle stressful situations and resolve conflicts. Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. WORKING CONDITIONS While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate. EQUAL OPPORTUNITY EMPLOYER Central Vermont Supervisory Union is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identify, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation. Our organization is committed to building a diverse team that represents the students we serve. We welcome applications from people of color, people from the LGBTQIA community, and individuals with disabilities. DISCLAIMER The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. This is not an exhaustive list of all responsibilities, duties, and skills required. All employees may be required to perform duties outside of their normal responsibilities from time to time, as needed.time, as needed.