Academic Specialist, K-12

Academic Specialist, K-12

Paulding County Schools District Office – Dallas, Georgia. Open in Google Maps

Job : 5822353

Final date to receive applications: Jul 17, 2026 11:59 PM (Eastern Standard Time)

Posted: Jul 08, 2026 4:00 AM (UTC)

Starting Date: Immediately

Thank you for your interest in our Academic Specialist, K-12 position

Job Summary: The Academic Specialist, K-12 is a vital and supportive member of the PCSD team, working collaboratively with educators, support staff, and administration to achieve the shared goal of ensuring all students receive the education they need to succeed both today and tomorrow. This role is performed within an office environment, overseen by the Executive Director of Teaching & Learning, where teamwork and dedication to student success are paramount.

All staff are expected to fully adhere to the ethical standards set forth by the Georgia Professional Standards Commission, continuously demonstrating a strong understanding of the tasks and responsibilities their roles require. Moreover, they must embody the core belief that every action we take is driven by a commitment to the best interests of our students.

JOB DESCRIPTION

Position Title: Academic Specialist, K-12

Salary

Schedule:

State Plus Local Supplement

Department: Teaching & Learning

Job Code: 762136

Reports To: Executive Director of Teaching & Learning

Work Schedule: 240 days per year / 8 hour per day

Grade/Level: L/S240

FLSA: Exempt

Primary Function: The Academic Specialist provides expert professional development, coaching, and on-site support to K-12 educators to enhance literacy instruction and intervention practices. This role focuses on the effective implementation of evidence-based strategies, such as the Science of Reading, early literacy development, adolescent literacy, and writing to improve student achievement. The specialist collaborates with teachers and school leaders to promote inclusive, data-driven best practices and develops educators through targeted training, collaborative problem‑solving, and the design of literacy resources.

Physical Demands:

• Office environment
• Dexterity of hands and fingers to operate a computer keyboard
• Constant interruptions
• Hearing and speaking to exchange information
• Seeing to read a variety of materials
• Sitting for extended periods of time
• Bending at the waist, kneeling, or crouching to file materials

Must hold or be eligible for a Georgia Level 5 certificate or higher in English/Language Arts, Early Childhood Education, or related field.

Reading Endorsement and/or Science of Reading credentialing required.

Minimum five (5) years of teaching experience in Reading and/or English/Language Arts.

School leadership experience preferred.

Excellent communication, organization, and interpersonal skills.

Demonstrated leadership in reading instruction and reading interventions.

Demonstrated experience with leading professional development and/or program implementation.

Proficiency with spreadsheets and data analysis.

The Board of Education and the Superintendent may accept alternatives to some of the above requirements.

• Stay current with educational trends, research, and best practices in K-12 literacy interventions, instructional strategies, and professional learning related to the Science of Reading, early literacy legislation, and adolescent reading strategies.
• Develop professional learning opportunities tailored to school staff, utilizing best practices in adult learning theory.
• Analyze student data to identify trends and areas for improvement and collaborate with school teams to inform intervention efforts.
• Collaborate with teachers and school leaders to identify student needs and tailor intervention strategies.
• Use data to drive decisions regarding professional learning needs and K-12 intervention strategies.
• Recommend, implement, and evaluate targeted academic interventions for struggling students across K-12.
• Collaborate with MTSS, ESEP, ESOL, and other teams to implement reading interventions aligned with the Science of Reading and early literacy legislation.
• Collaborate with the Coordinator of Academic Support and Programs to develop and deliver professional learning related to literacy intervention programs and local assessments.
• Monitor student progress in intervention programs and collaborate with teachers and school leaders to adjust strategies for effectiveness.
• Develop, facilitate, and deliver professional learning and coaching sessions for K-12 educators on evidence-based instructional strategies and intervention methods.
• Observe, model, and provide feedback on instructional practices, ensuring alignment with the Science of Reading and evidence-based interventions.
• Foster a growth mindset in educators by modeling and supporting evidence-based teaching, differentiated instruction, and inclusive practices.
• Build relationships with school leaders to promote a culture of continuous improvement and data-driven decision-making.
• Meet…