Mason City Schools - K - 2nd Reading Teacher

Mason City School District
CERTIFIED VACANCY
Mason Early Childhood Center: K - 2nd Grade Reading Teacher

Posting Date: April 1, 2026

Position Summary

The Reading Intervention Teacher is a skilled, student-centered educator who provides targeted literacy intervention to support students in developing foundational reading skills. Guided by Mason City Schools' Big Rocks of Culture, Inclusive Excellence, and Personalized Learning, this role ensures that every learner receives the right support at the right time to grow as a confident, capable reader.

The Reading Intervention Teacher works within the district's Learning-Centered Support System (LCSS) to design, deliver, and monitor small-group and individualized literacy interventions based on student data. This educator plays a critical role in accelerating student growth through evidence-based practices, ongoing progress monitoring, and responsive instructional decision-making.

The ideal candidate demonstrates deep knowledge of literacy development, a strong commitment to data-informed instruction, and the ability to foster student ownership through goal setting, reflection, and meaningful learning experiences.

Responsibilities

Instruction & Intervention

• Designs and delivers targeted, small-group literacy instruction aligned to identified student needs through the LCSS process
• Implements a wide range of evidence-based literacy intervention strategies with fidelity and flexibility
• Differentiates instruction to meet the diverse needs of learners
• Creates engaging, motivating learning experiences that build both skill and confidence in reading

      Assessment & Data-Driven Decision Making

• Administers universal screening, diagnostic assessments, and progress monitoring measures in accordance with district expectations
• Maintains accurate and timely data collection systems to track student growth
• Analyzes student data to identify trends, adjust instruction, and determine next steps for intervention
• Collaborates in team-based problem solving to determine entry, exit, and movement across intervention levels

LCSS Collaboration & Systems Alignment

• Actively participates in reading team meetings, contributing data, insights, and recommendations for student support
• Partners with classroom teachers to align intervention strategies with core instruction and ensure continuity of learning
• Supports consistent, aligned decision-making across teams regarding student needs and services

Student Ownership & Personalized Learning

• Engages students in setting meaningful literacy goals and monitoring their own progress
• Facilitates reflection and helps students understand their strengths, needs, and growth as readers
• Builds strong relationships that foster trust, motivation, and a sense of belonging

Family Communication

• Communicates clearly and proactively with families regarding student progress, goals, and support strategies
• Partners with families to reinforce literacy development beyond the classroom

Professional Learning & Growth

• Engages in ongoing learning related to the science of reading, intervention practices, and literacy development
• Applies new learning to continuously refine instructional practices
• Collaborates with colleagues and contributes to a culture of shared learning and continuous improvement

Other Responsibilities

• Maintains a safe, structured, and supportive learning environment
• Performs other duties as assigned

Ideal Qualifications

• Valid Ohio teaching license with K-12 Reading Endorsement
• Master's degree in Literacy/Reading preferred, or demonstrated advanced training in literacy instruction
• Training in Orton-Gillingham or structured literacy approaches preferred
• Strong understanding of literacy development, including phonological awareness, phonics, fluency, vocabulary, and comprehension
• Demonstrated ability to use assessment data to inform instruction and intervention decisions
• Experience delivering small-group or individualized intervention
• Strong organizational skills and attention to detail in data collection and progress monitoring
• Ability to motivate and engage students while maintaining high expectations
• Excellent collaboration and communication skills

Reporting

Reports to: Building Principal

Terms of Employment

As defined by the Board

Evaluation

Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel.

Other minimum qualifications include:
1.   Valid Ohio PK-3 Teaching License.
2.   Establish a positive rapport with students, families and staff.
3.   Willingness to engage in continued professional development and work as a member of a collaborative team.

Interested individuals must complete an application in the AppliTrack system for consideration.

Each applicant's resume and qualifications will be evaluated, and those deemed most qualified will be invited to participate in interviews.


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