Title I Teacher (Literacy & Numeracy)

Westford Public Schools Employment Opportunity: Title I Teacher (Literacy & Numeracy) Position Detail Summary

• Position Title: Title I Teacher (Literacy & Numeracy)
• Status & FTE: 1.0 FTE (Full-Time, Shared Position)
• Building Assignment: Shared: Rita E. Miller School (0.4 FTE) & Norman E. Day School (0.6 FTE)
• Reports To: Building Principals
• Target Start Date:

District Overview Westford Public Schools is dedicated to providing a rigorous, supportive, and inclusive educational experience that fosters academic excellence and social-emotional growth for every student. We are currently seeking an innovative, highly collaborative, and skilled Title I Teacher to join our elementary educator team and lead targeted literacy and numeracy interventions. Position Summary The Title I Teacher is a dynamic position designed to bridge direct student intervention with collaborative instructional coaching. Serving students across early childhood through upper elementary grades, this educator will utilize data-informed strategies to identify student learning gaps, deliver targeted 1:1 and small group interventions, and work alongside classroom teachers to reinforce foundational literacy and math concepts across the curriculum. This position is a 1.0 FTE shared assignment across two district schools:

• Rita E. Miller School (PreK–2): 2 days per week (0.4 FTE) — Focus on early literacy acquisition, foundational phonemic awareness/phonics, and early numeracy development.
• Norman E. Day School (Grades 3–5): 3 days per week (0.6 FTE) — Focus on advanced reading comprehension, structured writing skills, numerical fluency, and mathematical problem-solving.

Key Responsibilities Direct Student Support & Intervention

• Provide direct, evidence-based literacy and numeracy instruction to identified Title I students through 1:1 tutoring, small group targeted support, and push-in classroom models.
• Deliver push-in support during content-area instruction to assist students in transferring and applying foundational literacy and math skills across subjects.
• Differentiate instruction to accommodate diverse learning styles and specific academic needs within Tier 2 and Tier 3 intervention frameworks.
• Assist with administering, analyzing, and interpreting universal screeners, diagnostic tools, and benchmark assessments, including DIBELS and i-Ready.
• Progress monitor and chart student progress, using real-time data to evaluate intervention efficacy and adapt instructional plans accordingly.
• Active involvement in school-based data review meetings and Multi-Tiered Systems of Support (MTSS) team discussions to identify student intervention candidates.
• Plan and participate in Title I family outreach initiatives and parent engagement events to foster strong home-school partnerships.
• Maintain complete and meticulous service logs, diagnostic records, and monthly Time and Effort reports in compliance with
• Massachusetts DESE and federal Title I regulatory requirements.
• Maintain regular, constructive communication with families regarding student goals, growth, and home support strategies.

Required Credentials

• DESE Licensure: Valid Massachusetts Department of Elementary and Secondary Education (DESE) license in at least one of the following fields:
  • Elementary Education (Grades 1–6)
  • Early Childhood Education (PreK–2)
  • Reading Specialist (All Levels)
  • Moderate Disabilities / Special Education (PreK–8 or 5–12)
• Core Competencies:
  • Demonstrated understanding of Structured Literacy principles methods, and foundational numeracy concepts.
  • Practical knowledge of MTSS
  • Proven skill in gathering, interpreting, and communicating student assessment data.
  • Exceptional written, verbal, and interpersonal communication skills.

Preferred Qualifications

• Master's degree in Education, Reading/Literacy, Mathematics, or Special Education.
• Minimum of 3–5 years of successful teaching or intervention experience in a public elementary setting.