Resource Teacher, PreK-12 Reading Intervention and Supports

Job Title

Under the direction of the Coordinator of PreK-12 Reading Intervention and Supports, the Resource Teacher provides support for the design, implementation, and equitable access of a multi-tiered system of supports (MTSS) for reading. The Resource Teacher provides professional learning, instructional support, and coaching to reading specialists, teachers, and school administrators. This role also supports the design, development, and evaluation of intervention resources and provides ongoing guidance to schools to support the fidelity of MTSS implementation.

This position has an anticipated start date during the current school year. Applicants currently employed with another Maryland public school system are responsible for verifying eligibility for release for this 11-month per year, non-supervisory position if selected.

Applicants must meet all qualifications below to be considered for the vacancy.

Education:

• Master's degree from an accredited college or university in education, curriculum and instruction, or a closely related field.

Certification/Licensure:

• Priority will be given to applicants who hold a current Maryland State Department of Education professional certificate or license as a Reading Specialist.
• Applicants may be considered who hold a current out-of-state educator certificate and are eligible for a Maryland State Department of Education educator license as a Reading Specialist.

Out-of-state applicants are strongly encouraged to begin the application process for educator licensure with the Maryland State Department of Education in addition to uploading all required materials to your HCPSS employment application.

Experience:

• Three years of experience as a Reading Specialist, interventionist, or other teaching role with a focus on reading instruction and intervention within a PreK-12 setting.
• One year of experience in a leadership role, leading programs, or projects.

The ideal candidate for this role will also possess a combination of the additional qualifications below. If you don't meet every one of the preferred qualifications, we still encourage you to apply, as we welcome applications from candidates with diverse backgrounds and experiences.

• Experience working with students at both elementary and secondary levels.
• One year of experience in a leadership role, leading programs, or projects with a focus on reading instruction and intervention.
• Experience designing and delivering professional learning for reading specialists, educators, and support staff.
• Experience developing online instructional content within a learning management system.
• Experience collecting and analyzing literacy data (e.g., student, school, and system data) to evaluate the success of interventions.
• Experience mentoring or coaching educators to improve instruction and meet the needs of all students.
• Participation in state, regional, and/or national organizations which promote access, equity, and student empowerment in reading instruction and intervention.

The below list is a summary of the functions of the job, not an exhaustive or comprehensive list of all possible job responsibilities, tasks, and duties.

• Supports the design, development, implementation, and evaluation of a multi-tiered system of supports (MTSS) for reading, with a focus on reading interventions and supports.
• Supports planning, organization and implementation of systemic and onsite professional learning on reading MTSS for professional staff, administrators, and central office leadership in alignment with the vision and goals of HCPSS. Provides leadership in the planning and facilitation of Reading Specialists meetings.
• Provides coaching supports for reading specialists and teachers focused on analysis of student reading data and instructional decisions based on student needs.
• Collaborates with school-based administrators to ensure exemplary implementation of HCPSS curriculum and provides support as requested.
• Mentors new staff using the Charlotte Danielson Framework for Teaching and Learning.

The below list is a summary of the knowledge, skills, and abilities required for success in this position, not an exhaustive or comprehensive list.

Knowledge:

• Deep understanding of evidence-based reading instruction and the five pillars of literacy.
• Extensive knowledge of structured literacy approaches and intervention frameworks aligned to the Science of Reading.
• Knowledge of research and trends in literacy, intervention strategies, and adolescent literacy.

Skills:

• Guide staff in implementing evidence-based reading practices and interventions with fidelity.
• Develop and evaluate instructional materials tailored for early learners and diverse student needs.
• Proficiency in designing and delivering engaging training sessions for educators and support staff.

Abilities:

• Ability to interpret complex data sets (e.g., screening, diagnostic, and progress monitoring data) to…