High School Literacy Specialist

• Position Type:
  High School Teaching/ ESL Bilingual Teacher
• Date Posted:
  7/28/2026
• Location:
  
  High School
• Date Available:
  
  School Year
• A valid Connecticut Certificate as a Reading Consultant (097) or Remedial Reading Teacher (102).
• At least five years' experience in the field or experience the Board of Education and Administration may find appropriate and acceptable.
• Proven history of knowing and using highly effective teaching strategies that improve student achievement, demonstrate student growth, and close achievement gaps.
• Deep knowledge of literacy content and assessment practices.
• Full understanding of the Scientific Research-Based Intervention (SRBI) process, including effective interventions and progress-monitoring strategies.
• Expertise in data management systems for the collection and analysis of student learning data.
• Demonstrates excellence, interpersonal skills, and problem-solving capabilities.

REPORTS TO:
Director of Teaching and Learning and Building Principal

JOB GOAL:

The Literacy Specialist plays a vital role in the expeditious improvement in literacy achievement in the Bethel Public Schools. The Literacy Specialist provides specific and appropriate Tier 2 and/or 3 interventions within the SRBI process in order to close achievement gaps in literacy. The Literacy Specialist closely monitors student progress, works collaboratively with classroom teachers, and serves on other relevant committees/teams at the building and/or district level.

PERFORMANCE RESPONSIBILITIES:

• Demonstrate deep knowledge and understanding of Connecticut's Core Standards for English Language Arts and the Bethel Public School's Literacy Curriculum.
• Implement and frequently monitor the Bethel Public School's SRBI process for literacy as outlined by our district SRBI Handbooks.
• Develop and maintain literacy intervention procedures within the school, including the identification criteria for students needing remediation/intervention.
• Demonstrate knowledge of and ability to use research-based intervention systems and protocols in order to write clear learning objectives and determine appropriate progress monitoring systems for students in need of intervention.
• Participate on the school-based SRBI Intervention Team, supporting classroom teachers and others with specific intervention strategies and progress-monitoring protocols.
• Use data management systems and other sources of student learning data to analyze students' literacy skills, and to adjust instruction as needed.
• Collaborate with classroom teachers regularly about instructional support for purposes of planning and implementing literacy intervention lessons, as well as assessing and progress monitoring students' literacy skills.
• Provide effective intervention instruction directly to students, as well as oversee literacy para educators who provide instruction in literacy.
• Provide formal and informal professional learning for classroom teachers in all aspects of literacy development.
• Assist the Director of Teaching and Learning and the Building Principal with the analysis, interpretation, and presentation of formative and summative assessment data.
• Participate as an active member of the District Literacy Council.
• Perform other duties as assigned by the Director of Teaching and Learning or the Building Principal.

TERM OF EMPLOYMENT: Ten-month year with additional days as needed at per diem rate for assessing and curriculum development.

EVALUATION: Performance of the job will be evaluated by the Director of Teaching and Learning or designee in accordance with Board of Education Policy.