Literacy Interventionist

the literacy interventionist prayerfully assists middle and high school students (grades 6–12) in overcoming adolescent literacy and reading challenges, equipping them with advanced decoding, comprehension, and academic writing skills that contribute to their overall academic success and development as mature, able, and responsible christians to the praise and glory of god. As a born‑again christian and college graduate certified or certifiable in secondary education, english, or reading who feels called by god to the teaching profession, this individual specializes in evidence‑based adolescent reading instruction, diagnostic literacy assessment, and targeted interventions for middle and high school students.

• spiritual integration & role modeling: integrate biblical principles and a christian worldview into all literacy instruction, daily interactions, and learning activities to honor christ and foster students' faith.

• diagnostic reading assessment: administer secondary diagnostic reading assessments to 6th–12th grade students to evaluate decoding, fluency, vocabulary acquisition, and text comprehension.

• targeted intervention design: design and execute age‑appropriate adolescent literacy intervention plans aligned with the science of reading for students requiring tier 2 and tier 3 support.

• advanced literacy instruction: instruct students in advanced reading strategies, text structure analysis, content‑area reading, morphological analysis, and academic writing.

• progress monitoring & data analysis: monitor student growth regularly using secondary progress monitoring tools, adjusting intervention plans based on performance data.

• teacher collaboration & strategy support: partner with 6th–12th grade subject‑area teachers (english, science, history, bible) to align literacy goals and embed disciplinary reading strategies into classroom coursework.

• parent communication: maintain clear, consistent communication with parents regarding assessment results, intervention goals, progress updates, and home support strategies.

• documentation & learning environment: maintain accurate, confidential records of student intervention plans and data while cultivating an organized, respectful, and disciplined classroom environment.

• have received jesus christ as his/her personal savior and lord.
• believe that the bible is god’s word and standard for faith and daily life.
• be in whole-hearted agreement with the pcs statement of faith and statement on marriage and sexuality.
• serve as a christian role model in attitude, speech, and actions toward others.
• be a member in good standing at a local evangelical church whose doctrine agrees with the school’s statement of faith.
• demonstrate the importance of scripture study, prayer, witnessing, and unity in the body of christ.
• recognize the role of parents as primarily responsible before god for their children’s education.

• be a role model in the character qualities of courtesy, flexibility, integrity, kindness, self‑control, perseverance, and punctuality.
• meet everyday stress with emotional stability, objectivity, and optimism.
• maintain a personal appearance that is a christian role model of cleanliness, modesty, good taste, and agreement with school policy.
• use acceptable english in written and oral communication. Speak with clear articulation.
• respectfully submit and be loyal to the head of school and building principal.
• shall notify the head of school and upper school principal of any policy he/she is unable to support.
• refuse to use or circulate confidential information inappropriately.
• place his/her responsibilities ahead of other jobs or volunteer activities.
• make an effort to appreciate and understand the…