Reading Intervention Teacher

There are openings for a Reading Intervention Teacher at Somerset Intermediate School, Crisfield Academy & High School and Washington Academy & High School.

I. Summary

The Reading Intervention Teacher is responsible for planning, delivering, and evaluating high-quality, data-informed literacy intervention aligned with the Science of Reading and current educational standards. This role focuses on supporting Tier 2 and Tier 3 learners to close achievement gaps and improve student reading outcomes, including performance on state assessments. The teacher will collaborate with school staff, instructional leadership teams, and district personnel to implement research-based instructional strategies, monitor student progress, and align intervention efforts with school-wide improvement goals.

This is a full-time, 10-month, grant-funded position supported by the Lead and Read grant, funded through September 30, 2029. Continued employment is contingent upon the availability of grant funding. While continuation beyond the grant period is not guaranteed, future opportunities may be considered based on district needs and funding availability.

II. Essential Duties and Responsibilities

Other duties may be assigned by the Building Principal or Supervisor.

Instruction and Intervention

• Implement structured, Science of Reading-aligned interventions with fidelity to program models.
• Provide high-quality, small-group or individualized instruction targeting specific reading skill gaps.
• Use effective lesson planning strategies aligned with SCPS frameworks, pacing guides, and standards.
• Develop differentiated instructional plans based on student needs, interests, and performance data.
• Group students by similar instructional need for targeted literacy intervention.
• Integrate instructional technology and adaptive software (e.g., Lexia Core5, PowerUp) into daily instruction.
• Monitor program effectiveness and pacing based on student response to intervention.
• Lead deeper analysis of school-wide reading performance trends by synthesizing classroom, grade-level, and benchmark data to inform building-level and system-level priorities.
• Prepare summary reports and presentations for use by the school leadership team, district supervisors, and executive leadership.
• Participate in monthly strategic meetings with the Reading Supervisor, Deputy Superintendent, and Superintendent to discuss intervention impact, student progress, and recommend systemwide instructional adjustments.
• Partner with the Reading Supervisor to develop and monitor intervention action plans, incorporating district wide goals and school improvement initiatives.
• Serve as a data-informed thought partner in district wide math strategy and contribute to progress monitoring of overall student achievement goals.
  
  

Assessment and Progress Monitoring

• Use diagnostic assessments (e.g., DIBELS 8, MCLASS, MyLexia) to identify students for intervention services.
  
  
• Evaluate student performance in relation to grade-level standards and individual goals.
  
  
• Maintain accurate and complete records of student performance in accordance with law and district policy.
  
  
• Conduct regular progress monitoring and share data monthly with the Instructional Leadership Team, Literacy Coach, Grant Manager, and ELA Supervisor.
  
  
• Support student transition and follow-up after exiting intervention to ensure sustained progress.
  
  

Collaboration and Communication

• Work collaboratively with administrators, classroom teachers, ESOL, special education staff, and literacy coaches.
  
  
• Serve as the school’s point of contact for intervention program implementation and fidelity.
  
  
• Participate in grade-level meetings, IEP/504 meetings (as needed), school-wide data discussions, and parent conferences.
  
  
• Maintain a positive working relationship with families to engage them in the intervention process.
  
  
• Exhibit professional and ethical behavior in all interactions with students, families, and staff.
  
  

Professional Responsibilities

• Demonstrate knowledge of Maryland Student Technology Standards and integrate technology accordingly.
  
  
• Attend required staff meetings, in-service training, and grant-specific professional development.
  
  
• Exhibit a commitment to continuous learning, collaboration, and instructional improvement.
  
  
• Maintain classroom order, enforce academic and behavioral expectations, and ensure a safe learning environment.
  
  

III. Qualifications

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education and Experience

• Bachelor’s degree in Education from an accredited college or university required; Master’s degree preferred.
  
  
• Demonstrated experience in delivering literacy interventions aligned with the Science of Reading.
  
  

Certificates and Licenses

• Must hold valid Maryland State Department of Education (MSDE) certification in the appropriate field.
  
  
• Reading Specialist endorsement preferred.
  
  
• Candidates not currently endorsed may be required to complete MSDE-approved coursework to obtain a Reading Specialist endorsement within a reasonable timeframe.
  
  

Preferred Qualifications

• Specialized training in structured literacy, MTSS frameworks, or diagnostic intervention programs.
  
  
• Familiarity with Somerset County Public Schools’ lesson design expectations and literacy tools.
  
  
• Prior experience with adaptive learning platforms and digital intervention resources.
  
  

Technology and Skills

• Proficiency with instructional technology tools and student progress monitoring platforms.
  
  
• Ability to collect, analyze, and act on student data.
  
  
• Excellent written and oral communication skills.
  
  

IV. Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made.

• While performing the duties of this job, the employee is regularly required to talk, hear, sit, and use hands.
  
  
• The employee is occasionally required to stand, walk, and lift up to 25 pounds.
  
  
• Specific vision abilities required include close vision, distance vision, and the ability to adjust focus.
  
  

V. Work Environment

• The noise level in the work environment is usually moderate.
  
  
• The employee is expected to maintain a professional and respectful climate conducive to student learning.

Salary : $53,978 - $90,338