Reading Specialist

Reading Specialist

Starting salary for new teachers 2026-27: $59,000 annually

The role of the reading specialist is to work directly with students and staff to primarily support the acquisition of prioritized reading skills in the area of phonemic awareness, phonics, vocabulary, fluency, and comprehension. Additionally, the specialist will also support other areas, including writing, listening, speaking, and math, as they relate to content integration. Reading specialists play an integral role in our building-level mtss teams and collaborate regularly with classroom teachers.

Minimum qualifications:

any combination of the following qualifications will be considered:

• valid teaching license plus five years of classroom experience.
• advanced coursework in literacy instruction, curriculum and instruction, and/or educational technology.
• proven leadership and facilitation skills.
• ability to disaggregate, interpret, and analyze assessment data.
• communicate effectively with administrators, principals, teachers, and parents both orally and in writing.

Goals of the reading specialist:

• to ensure that student achievement data is used to drive classroom and school decisions.
• to help all students develop proficient reading skills that will contribute to their academic growth.
• to provide a continuum of support to ensure students meet grade-level expectations.
• to expand teachers' use of a variety of resources to improve instruction for all learners.

Duties and responsibilities:

• plan, teach, and evaluate instruction for students having difficulty with ela and/or math.
• implement appropriate student interventions, including push-in, pull-out, and tutoring interventions for students.
• assist in coordinating and leading intervention with support instructional aides.
• develop an understanding of dyslexia and the requirements as laid out in ic 20-35.5 et. seq., as created by sea 217 (2018), also known as the "dyslexia law."
• maintain records and operate guidelines related to dyslexia, including analyzing results, monitoring compliance in screening, facilitating notification meetings, administering additional diagnostic screenings, implementing targeted dyslexia intervention, and serving as a resource on dyslexia within the building.
• support classroom teachers' use of the diagnostic assessment system as a technical and pedagogical resource; train new staff on its use.
• assist teachers and other administrators and/or supervisors in implementing the school reading program.
• collect, compile, and submit reports on pre/post achievement data, as well as school benchmark data, for all students participating in remediation intervention activities through the district mtss platform.
• work with the classroom teacher and district personnel to coordinate reading and/or math instruction designed to meet the individual needs of students.
• work with the classroom teacher to monitor student progress and coach them in documenting data toward goals as appropriate.
• help teachers identify reading strengths and weaknesses and match these skills with appropriate techniques and materials.
• consult with curriculum committees studying such topics as curricular materials, vocabulary development, concept development, supplementary materials, and the development of study skills.
• coordinate and lead mtss/rti data team meetings.
• attend professional learning to deepen content and pedagogical knowledge.
• participate in ongoing data analysis, inquiry, and collaboration around intervention, coaching, and facilitation with colleagues and central support staff.
• assist in strengthening family and school ties by facilitating opportunities for parents to increase their understanding and knowledge of literacy skills and activities.
• assist with the implementation and documentation of the response to intervention model.
• have a working knowledge and understanding of the standards of pedagogy to best support teachers and to serve multilingual learners (previously referred to as english language learners).
• work in collaboration with the district teacher(s) of record district for identified multilingual learners to understand the results of the wida assessment and provide support based on the results.
• the reading specialist will provide direct support for tier iii instruction, which may include students who are identified as multilingual learners, rti students, or students with an iep within and/or outside the classroom during intervention time, based on the area of needed intervention.
• the reading specialist may provide direct support for tier i and tier ii small group instruction or intervention.
• follow other directives from the building administrator and director(s) of teaching and learning, and the superintendent.

Abilities:

• follow other directives from the building administrator and director(s) of teaching and learning, and the superintendent.
• must hold a valid indiana elementary teaching license with an indiana early literacy endorsement.
• knowledge of and experience in curriculum development desired.
• knowledge of and…