OECTA - Itinerant Reading Intervention Teachers

DEPARTMENT OF HUMAN RESOURCES

Position:
Itinerant Reading Intervention Teachers – Permanent Term Position

Location:

Eastern Region

Salary:
As per Collective Agreement

FTE: 1.00 FTE

Effective Dates:
September 1, 2026 - June 28, 2027

The Itinerant Reading Intervention Teacher will be assigned to a family of schools and work collaboratively with school teams to support the reading screening of students and reading intervention.

Under the supervision of the Principal of Curriculum and Student Success, the Itinerant Reading Intervention Teachers will:

• Work in small groups with students in Kindergarten to Grade 3, including but not limited to students with special education needs, who require additional support in reading as identified through early reading screening and/or other reading assessment data, using early intervention strategies.
• Provide supports including direct Tier 2 and Tier 3 reading intervention, and additional supports as required by the school or board on reading and literacy‑related initiatives.
• Provide, in accordance with centrally negotiated terms (2022‑2026), literacy and language curriculum instruction to students in Grade 1, Grade 2 and eligible Kindergarten classrooms while the classroom teacher administers early reading screening to individual students in the early part of the school year, per Policy/Program Memorandum 168. Each year, all students who do not meet the benchmark in the Fall screening will be screened a second time.
  
  This second screening may be administered by the specialist teacher, in accordance with collective agreements.
• Share resources and effective practices with classroom teachers, lead CPLCs with school teams, as well as provide other support required by the board related to literacy initiatives and other duties as assigned.
• Work with classroom teachers to use the results of classroom assessment to continuously inform instruction.
• Collaborate with classroom educators to identify students' strengths and needs and determine appropriate interventions when applicable, including consulting and collaborating with Special Education teachers.

• An Ontario College of Teachers (OCT) certificate, with Primary qualifications.
• Specialized expertise in scientific, evidence‑based systematic and explicit reading instruction that emphasizes foundational reading knowledge and skills (UFLI, Heggerty, OnLIT, etc.).
• Training in providing direct Tier 2 and Tier 3 reading interventions.
• Awareness of and experience in using evidence‑based assessments to inform intensity, duration and frequency of instruction, to assist the student in developing the required foundational skills.
• Expertise in a comprehensive approach to systematic and tiered literacy instruction, incorporating Universal Design for Learning and differentiated instruction at Tier 1, targeted instruction of moderate intensity in the classroom at Tier 2, and most intensive and individualized Tier 3 instruction supports.
• Experience working with teachers on monitoring progress towards improvement targets and supporting them to adapt instruction.
• Experience using inclusive instruction and early intervention strategies, including universal design for learning and differentiated instruction at Tier 1.
• Knowledge of and experience in teaching the Ontario Language curriculum and new Kindergarten Curriculum.
• Extensive knowledge of instructional assessment, evaluation and reporting practices in alignment with the Institute for Catholic Education and the Ontario Ministry of Education, and Board directives.
• A valid driver's license and access to a vehicle, and willingness to travel to rural schools across the CDSBEO.

• Personal and professional confidence, integrity, discretion, and resilience.
• Demonstrated experience supporting accessibility, inclusion, diversity and equity.
• Strong planning, organization, and implementation skills with keen attention to detail.
• Excellent problem solving, decision‑making, communication, and interpersonal skills.
• Experience facilitating professional learning and presenting to educators and school teams.
• Thorough understanding of assistive technology platforms and CDSBEO digital…