Teacher Reading Lab

Teacher Reading Lab – 8

Grand Rapids Public Schools, Alger Middle School (6‑8), Grand Rapids, Michigan.

Job : 5720150
Final date to receive applications: Posted until filled
Posted: May 18, 2026 4:00 AM (UTC)
Starting Date: To Be Determined

TEACHER – READING LAB 8

DEPARTMENT: Instruction

BARGAINING UNIT: Grand Rapids Education Association (GREA)

WAGE: Compensation is determined by a structured salary schedule. The starting salary is based on the candidate’s degree level and verified years of licensed or certificated experience.

DIRECT SUPERVISOR: School Principal

GRPS MISSION: Our mission is to ensure that all scholars are educated, self‑directed and productive members of society.

This is a grant‑funded, non‑tenured position. Continued employment under the terms of this grant is continued upon continued funding.

JOB SUMMARY: The teacher will be responsible for providing technical expertise in reading instruction. The teacher will ensure that research‑based best practices are implemented in the appropriate grade levels. This includes conducting model/demonstration lessons in all classrooms, coaching and assisting teachers, designing lessons for teachers, and providing regular ongoing training in reading methods for all staff. The teacher will test students, diagnose reading problems, work with students, and recommend effective intervention strategies.

Because of the difference between these positions and those of classroom teachers, these positions require a 40‑hour workweek in a flexible schedule to meet the needs of the school, staff and parents.

Required

Education and Experience:

• Master’s degree in Reading or Language Arts, or
• State of Michigan certification appropriate to the grade level in Reading or Language Arts, or
• At least two years of successful experience in a GRPS Title I or II Reading Specialist or Shared Time Reading position.

Knowledge, Skills, and Abilities:

• Demonstrate knowledge of current best practices in reading theory and practice.
• Have a minimum of 4 years’ experience as a successful primary classroom teacher.
• Have experience as a building teacher‑leader.
• Bilingual preferred (in building with high bilingual populations).
• Be skilled in the assessment and diagnosis of student reading difficulties. Be familiar with a range of diagnostic reading assessments.

Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on‑time and in‑person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:

• Serve as a model and coach for all teachers and others (tutors, paraprofessionals, etc.) involved in implementing the program, fostering a climate of learning and support among teachers.
• Model effective instructional strategies and assessment techniques in all classrooms.
• Assess and diagnose reading problems in students. Recommend effective intervention strategies.
• Work with identified emerging readers with research‑based intervention methods (e.g., Orton‑Gillingham, Project Success, etc.).
• Plan and consult with teachers.
• Use a planning log for dialogue sessions with classroom teachers and Special Education staff to help maintain the focus on effective communication, evidence of professional growth, and instructional needs.
• Evaluate school‑based reading progress.
• Make school and classroom decisions based on continuous progress monitoring of student and teacher data.
• Participate in quality professional development experiences such as workshops, study groups, action research and other opportunities developed by the district and grant, related to the five essential components of reading instruction. (The district will offer training opportunities that focus on the reading program, implementation, and student monitoring).
• Offer specialized literacy assistance for struggling readers.
• Regularly inform parents of progress using established school and district communication tools. (Reading…