Reading Specialist

Cambridge City Schools is seeking a Reading Specialist for the  school year.

Location: Cambridge Middle School and Cambridge High School

Reports To: Cambridge Middle School Principal and Cambridge High School Principal

Cambridge City Schools is seeking a passionate, knowledgeable, and student-centered Secondary Reading Specialist to support students in grades 7-12 who need targeted reading intervention. This full‑time position will serve students at both the middle school and high school, with the teacher working half‑time in each building. The Secondary Reading Specialist will provide structured, explicit reading intervention during scheduled class periods, including a credit‑bearing course at the high school level, to help students close foundational reading gaps and build the literacy skills needed for success in all content areas.

This position is ideal for an educator who understands that older students with reading difficulties need more than encouragement. They need expert instruction, consistent progress monitoring, strong relationships, and a teacher who believes growth is possible. The successful candidate will have a strong understanding of the Science of Reading and the ability to deliver district‑selected intervention programming with fidelity, including instruction in areas such as phonemic awareness, morphology, vocabulary, decoding, fluency, and comprehension.

The selected candidate will begin in the  school year and will be expected to participate in required training in late July 2026; specific dates will be determined.

• Ohio licensure in ELA 7-12
• Reading Endorsement K-12
• Intervention Specialist K-12
• Any other valid Ohio teaching license appropriate for providing reading instruction/intervention to students in grades 7-12

The Secondary Reading Specialist will provide direct reading intervention to students in grades 7-12 who demonstrate significant reading needs, including students performing below grade level in areas such as decoding, fluency, vocabulary, and comprehension. The teacher will deliver intervention through scheduled class periods during the school day, primarily in small‑group settings, using the district’s purchased curriculum and instructional resources.

This role also includes progress monitoring, use of reading diagnostic and screening data, collaboration with school teams, communication with families, and coordination with teachers and support staff to ensure students receive aligned and effective literacy support.

• Provide explicit, systematic reading intervention to students in grades 7-12 during scheduled class periods at both Cambridge Middle School and Cambridge High School
• Deliver instruction using the district-adopted reading intervention curriculum with fidelity
• Teach foundational and applied literacy skills, including phonemic awareness, phonics/decoding, morphology, fluency, vocabulary, and comprehension
• Build strong, supportive relationships with adolescent learners and create a classroom environment that promotes confidence, engagement, and persistence
• Use screening, diagnostic, and progress‑monitoring data to identify student needs, group students appropriately, monitor growth, and adjust instruction
• Participate in MTSS processes and collaborate with teachers, intervention teams, and administrators to support student success
• Attend and contribute to data meetings, intervention planning meetings, and problem‑solving discussions
• Communicate with parents and caregivers regarding student progress, goals, and support strategies
• Collaborate with content‑area teachers to support students’ access to grade‑level curriculum and strengthen literacy across disciplines
• Work collaboratively with special education staff, intervention staff, and 504/IEP teams as needed to support student learning
• Maintain accurate records related to student intervention, attendance, progress, and course performance
• Teach a credit-bearing reading course at the high school level
• Travel between the middle school and high school during the workday; both buildings are located on the same campus
• P…