Position: Reading Interventionist, Title I

One Year Appointment

Kennedy-Longfellow School/Title I Department

Kennedy-Longfellow School Community:

The Kennedy-Longfellow School is a vibrant community of learners who value and celebrate the rich diversity of our students, families and staff. Our mission is to challenge ALL students to become curious, active and engaged learners through culturally relevant curriculum and authentic classroom and field experiences that promote awareness of each individual’s role in a global community. We aim to achieve that mission by creating a caring and encouraging school environment for the students, seeking to understand and engage with the diverse cultures and ethnicities represented by our students and families, and maintaining and enhancing our reflective, inquiry-based professional learning community of educators. We pride ourselves on teaching and living our school values of Active Learning, Citizenship, Respect, Responsibility, and Safety every day: The Wildcat Way!

The Opportunity: 

The Title I Reading Recovery/Reading Interventionist Teacher will be part of a teaching team with classroom teachers and will share responsibilities for supporting the literacy development of the students in Grade Levels K-5. Additionally, the Title I Reading Interventionist Teacher will team with classroom teachers in the administration of appropriate assessments as required by the Cambridge Public Schools to develop and implement instructional programs based on the assessment results and be able to align instruction with the CPS and Massachusetts Curriculum Frameworks.

The position requires the teacher to collaborate with and plan instruction with classroom teachers; provide in-classroom co-teaching support, work with small groups; work cooperatively with personnel from the ELL and OSS Departments; help select appropriate materials for students; attend weekly cluster meetings and professional development sessions as deemed by the building principal; keep accurate records and communicate with parents on a regular basis throughout the year, and perform other duties as requested by the school principal and/or Title I Coordinator.

In addition, the Title I Reading Interventionist Teacher works closely with the school based literacy team and the school’s family liaison to plan activities that will engage and help families support their children’s learning. Commitment to working within a team and being an active participant in the continued development of the Reading Recovery Program is essential.

Your Skill Set:

• Master’s degree or higher from an accredited college or university with a major in reading.
• Massachusetts Educator Licensure, Preliminary License, Initial License or Professional License in primary education. Reading licensure required.
• Experience in the Fountas and Pinnell Leveled Literacy Assessment System helpful.
• At least five years successful experience with elementary grade students (K-5) in an urban multicultural setting.

Cambridge Public Schools is committed to slowing and/or stopping the spread of COVID-19. Therefore, as a condition of employment with Cambridge Public Schools, all new hires will be required to be fully vaccinated for COVID-19 no later than their first day of work. Written requests for either a religious exemption from this requirement based on sincerely held religious beliefs, or for a medical exemption based upon clear documentation from a medical provider should be submitted to the attention of the Chief Talent Officer.

How to Join Our Team:

Please upload a resume and thoughtful cover letter, outlining how your skills, experience, and commitment to equity in education meet the qualifications of the position as well as stating how you heard about this opportunity. 

At the Cambridge Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district.