Orton-Gillingham Specialist, Waypoint Academy

Required:

Master's in reading instruction OR structured literacy certification (Orton‑Gillingham, Wilson, IMSE, CERI, LETRS, Neuhaus, UFLI, or equivalent)

• In-person position at Waypoint Academy, Dripping Springs (Austin area), TX. Relocation assistance provided.
• $100,000 annual salary, paid weekly. Full health, dental, and vision coverage from day one.
• Nature‑integrated school blending rigorous academics with outdoor exploration.

Most reading specialists work only with students who have already fallen behind. You've long believed this approach is fundamentally flawed — that Science of Reading instruction should be universal, not reserved for children flagged after failure. If this conviction shapes your teaching practice, this role deserves your attention.

Waypoint Academy operates as a nature‑integrated school where mornings focus on structured academics and afternoons shift to archery, wilderness skills, and exploration of the Texas Hill Country. Your responsibility centers on the morning portion: delivering small‑group structured literacy instruction that advances every K‑2 student in phonics, decoding, fluency, and writing. You create the lessons. You interpret the data. You adjust groupings and methods continuously.

The remainder of your day involves coaching students through adaptive learning platforms, cultivating the relationships that ensure each student reaches 100% of their digital learning targets. No scripted programs. No traditional pull‑out intervention model. You hold accountability for literacy outcomes across the entire cohort.

You will join a small, emerging school. This means you will construct the literacy program rather than inherit an established one. As the school grows, you will determine how structured literacy expands across new cohorts and grade levels. If you prefer a fixed role with predictable routines, this position will not suit you. If you want to demonstrate that every child can learn to read more rapidly when instruction is designed specifically around their needs, this is the opportunity.

• Delivering small‑group structured literacy instruction: systematic phonics, decoding, fluency, and early writing to all K‑2 students, not limited to those identified for intervention.
• Interpreting student performance data from adaptive platforms and running records to adjust groupings and modify instruction continuously.
• Providing one‑on‑one and small‑group coaching through adaptive learning software, developing relationships that ensure goal achievement.
• Creating original lessons grounded in structured literacy principles, customized to each group's present skill level and learning pace.
• Integrating outdoor or experiential activities occasionally to strengthen literacy concepts when they meaningfully support learning.

• Developing IEPs or managing pull‑out intervention schedules with classroom teachers. All students fall under your direct instruction.
• Passively monitoring students on learning platforms. You coach them actively toward goal completion, not observe them navigate software.
• Remaining in a conventional classroom throughout the day. Students transition outdoors in the afternoons, so literacy instruction is concentrated and high‑intensity.
• Grading large volumes of worksheets — adaptive platforms manage practice volume and progress monitoring, allowing you to prioritize direct teaching.

Accelerate reading and writing development for all K‑2 students using structured literacy instruction and adaptive learning platforms.

• Bachelor's degree in any field.
• Master's degree in reading instruction OR structured literacy certification including Orton‑Gillingham, Wilson Reading System, IMSE, CERI, LETRS, Neuhaus, or UFLI. One of these credentials is mandatory.
• 2+ years of full‑time K‑2 structured reading instruction employing systematic phonics in a school or clinical environment, completed within the last 5 years.
• Demonstrated ability to design original reading lessons, with clear articulation of instructional content and methods independent of published curricula.
• Willing to work…