Part-Time Reading Specialist

Company Description

CAPS Collaborative is dedicated to meeting the needs of a diverse student population to help all learners reach their full potential. The organization develops specialized programming for 11 member districts and additional communities across Massachusetts and southern New Hampshire. CAPS provides direct services to students, families, and staff, with a strong emphasis on collaboration and individualized support. The professional team is committed to creating a nurturing, innovative learning environment that responds to varied educational needs.

Applicants will join a mission-driven organization that values inclusion, growth, and high-quality educational services.

The Part-Time Reading Specialist will provide targeted reading intervention and support to elementary, middle school, and High School students in an on-site setting in Westminster, MA. This part-time role involves assessing students’ reading levels, developing individualized literacy plans, and delivering small-group and one-on-one instruction to improve reading comprehension and overall literacy skills. The Reading Specialist will collaborate with classroom teachers, special educators, and families to align interventions with curriculum goals and individual education plans.

Daily responsibilities include monitoring student progress, maintaining accurate documentation, and adjusting instructional strategies based on data and ongoing observation. The specialist will also contribute to a positive, inclusive learning environment and participate in professional development and team meetings as needed.

• Demonstrated ability in Reading Comprehension and Literacy instruction, with experience designing and implementing evidence-based reading interventions.
• Experience working with elementary, middle school, and high school students, including skills in age-appropriate tutoring, small-group instruction, and classroom collaboration.
• Background and certification in Reading Intervention and Tutoring, with skill in assessing reading needs and tracking progress using formal and informal measures.
• Relevant academic preparation such as a bachelor’s degree in education, special education, literacy, or a related field; advanced coursework or certification in reading or literacy is preferred.
• Knowledge of differentiated instruction, inclusive practices, and support for diverse learners, including students with learning differences and varied cultural backgrounds.
• Strong communication and interpersonal skills, with the ability to work collaboratively with educators, administrators, students, and families.
• Organizational skills for managing schedules, documentation, and intervention plans; comfort using educational technology to support instruction and data collection.
• Current or eligible state teaching license or appropriate endorsement in reading, literacy, or special education (or willingness to obtain, as required by regulations).