Primary School Academic Support Services Teacher

Role Description

The Primary School Academic Support Services Teacher provides targeted, research-based academic support to students in PreK through 3rd grade. This role serves as a key resource for students, families, and faculty, supporting a range of learning needs with a particular emphasis on early literacy development.

The Academic Support Teacher observes and assesses students, develops individualized learning plans, and delivers direct intervention using structured, evidence-based practices. Grounded in the principles of the Science of Reading, this role requires expertise in early literacy instruction; training in an Orton–Gillingham based approach or similar structured literacy methodology is strongly preferred.

Responsibilities include administering and interpreting a variety of formal and informal assessments, including reading readiness screenings and admissions assessments, and using data to inform instruction and monitor student progress. The Academic Support Teacher collaborates closely with classroom teachers to support differentiated instruction and communicates regularly with families, including written reports and conferences twice per year.

This position also contributes to the broader school community through participation in school-wide committees and ongoing collaboration around best practices in student support and instructional design.

Interested candidates must have a bachelor’s degree;
Master’s degree in Education, Special Education, Reading, or a related field preferred. Previous teaching experience with the target age is also desired. Special consideration will be given to exemplary candidates who can also support a significant extracurricular activity or coach a sport.

• Demonstrated knowledge of early literacy development and the Science of Reading
• Training in Orton–Gillingham or another structured literacy approach strongly preferred
• Experience administering and interpreting academic assessments (formal and informal), particularly in early literacy
• Experience developing and implementing individualized learning or intervention plans
• Strong collaboration skills and ability to partner effectively with teachers and families
• Excellent written and verbal communication skills
• Experience working with young children (PreK–3) in a school setting preferred
• Commitment to fostering a supportive, student-centered learning environment