Reading Program Coordinator, Alpha

The most challenging aspect of this role is knowing when not to teach. A frustrated six-year-old sits before you, and the correct response is rarely to supply the answer directly.

You remain with the same group of students throughout the entire day. The day begins with morning launch, progresses through core app-based learning, includes lunch and recess, continues with life-skills workshops, and concludes with closing routines. By Tuesday, you will identify which student is masking their actual fluency level. Once you locate the learning gap, you do not wait for formal referrals or committee approvals.

You gather two to four students, deliver the targeted fifteen-minute lesson you designed for that specific gap, and observe the progress.

Core instruction is delivered through the applications, which means you are not drafting individual lesson plans for twenty‑four students late into the evening. Your role is to determine who requires intervention, what instruction will advance their learning, and how to maintain the daily standard without compromise. "She's doing fine" does not suffice as a response; parents review weekly data and will expect you to identify specific gaps.

Alpha is expanding campuses nationwide. Educators who demonstrate proficiency in this model participate in hiring and training incoming staff, and establish the curriculum standards that other campuses adopt. Some transition into lead coaching positions, where the diagnostic reasoning behind literacy instruction becomes the primary focus.

Your written resume will not determine the outcome. Prior to receiving an offer, you will record a brief video storytelling session for young children and complete a full day on campus. If your strengths in this work have never translated well to paper, that is intentional.

This is a full-time, in-person position requiring five days per week at an Alpha campus. We conduct national recruitment, so this posting may appear in nearby cities where no campus currently exists.

• CA
  - Beverly Hills, La Jolla (San Diego), Malibu, Palo Alto, Piedmont, San Francisco, and Santa Monica
• CT
  - Greenwich
• MA
  - Boston
• NY
  - New York City
• WA
  - Seattle

Prefer a different Alpha campus? Submit your application regardless and indicate your desired location, and we will direct you to the appropriate opening.

• Guiding students through app-based core instruction: identifying who is struggling, posing questions that remove obstacles, and maintaining the daily learning target.
• Facilitating brief structured-literacy sessions with groups of two to four students. Identifying phonics or decoding gaps using running records and fluency assessments, delivering instruction based on sequences you created, and verifying skill transfer.
• Conducting morning launch routines, life-skills workshops, and check-chart activities designed to keep six-year-olds engaged and active.
• Motivating students toward their weekly app targets using school currency systems, leaderboards, and gamified elements.
• Remaining with your students from lunch through recess and closing, responding to frustration and resistance with individualized strategies for each child.

• Preparing nightly lesson plans for an entire class. Your instructional planning is targeted and diagnostic in nature.
• Managing a pull‑out intervention caseload from a separate intervention space. Reading groups constitute approximately ten percent of your week and occur within the regular school day.
• Implementing a published curriculum or scripted program according to a predetermined external sequence.
• Drafting IEPs, managing 504 plans, tracking testing documentation, or participating in curriculum committee meetings.
• Taking breaks during a prep period while another adult supervises your students. You remain with them from launch through closing.

Ensure every K-3 student achieves their daily learning objectives, and eliminate the reading gaps that prevent them from reaching those goals independently.

• Willing to work on-site at a campus listed above, with relocation support
• At least 3 years working directly with children ages 4-9: teaching, coaching, tutoring, camps, youth programs, children's theater, or similar settings where kids showed up because of you
• At least 2 years of that experience teaching reading in grades K-3, within the last 5 years
• Completed structured-literacy training: LETRS, IMSE, Orton‑Gillingham, Wilson Reading System, Fundations, UFLI, CERI, Neuhaus, SIPPS, Really Great Reading, or similar; or a master's in reading or literacy
• Bachelor's degree in any subject. A teaching certificate is not required
• Comfortable spending about 90% of your day guiding students through app-based learning, workshops, and campus routines, and 10% on reading sessions
• Willing to work with all K-3 students, not only struggling readers
• Legally authorized to work in the US without visa sponsorship