WES SRBI Literacy Teacher K-4

K-4 Reading SRBI Teacher

Woodstock Public Schools is seeking an exceptional K-4 Reading SRBI Teacher who believes that every student can become a successful reader and has the skill, urgency, persistence, and demonstrated track record to make that belief a reality. This position is designed for an educator who wants to be a game changer for students. The successful candidate will possess deep knowledge of early literacy and reading intervention, but knowledge alone is not enough.

We are seeking an educator who can demonstrate that students have made significant, measurable academic growth as a result of their instruction and intervention.

The K-4 Reading SRBI Teacher will work collaboratively with classroom teachers, administrators, specialists, families, and the district student support team to identify students requiring additional support, provide targeted evidence based intervention, monitor progress frequently, and adjust instruction until students succeed. The successful candidate must be able to work collaboratively and synergistically with the MTSS team, classroom teachers, administrators, specialists, families, and all stakeholders.

The fundamental question for this position is:
Are students becoming stronger readers because of the intervention they are receiving? Success will not be measured primarily by the number of students served, interventions completed, meetings attended, or programs implemented. Success will be measured by student growth and the effectiveness of the instructional response provided to each learner.

The strongest candidate will embrace responsibility for outcomes and demonstrate the professional curiosity to continually ask:
What is the student struggling with? What does the evidence tell us? What will we do differently? Is it working? What is our next move?

Required Qualifications:

• Appropriate Connecticut educator certification or eligibility for certification applicable to the position.
• Demonstrated knowledge of scientifically based reading instruction and intervention.
• Strong understanding of early literacy development and the progression of foundational reading skills.
• Knowledge of SRBI and MTSS structures, intervention design, diagnostic assessment, and progress monitoring.
• Ability to interpret student achievement data and translate data into immediate instructional action.
• Strong communication, collaboration, organizational, and problem solving skills.

Evidence of Impact:

• Student growth data demonstrating significant improvement over time.
• Evidence that students moved from below benchmark toward or beyond grade level expectations.
• Successful outcomes with students who had previously demonstrated limited response to intervention.
• Examples of how assessment data identified a specific reading deficit and led to a successful change in instruction.
• Progress monitoring evidence demonstrating the effectiveness of interventions implemented.
• Examples of interventions that initially did not work, the adjustments the candidate made, and the subsequent student results.
• Evidence of successfully collaborating with classroom teachers to strengthen student outcomes beyond the intervention setting.
• Evidence that instructional decisions were driven by student need rather than by rigid adherence to a particular program.

Preferred Qualifications:

• Demonstrated success providing intensive reading intervention in grades K-4.
• Expertise in structured literacy and evidence based approaches aligned with the Science of Reading.
• Experience providing Tier II and Tier III intervention.
• Experience administering and interpreting universal screening, diagnostic, and progress monitoring assessments.
• Experience using student data systems to monitor growth and intervention effectiveness.
• Experience working collaboratively within an SRBI and MTSS problem solving team.
• Demonstrated ability to accelerate the progress of students performing significantly below grade level expectations.

The K-4 Reading SRBI Teacher will work primarily within an elementary school environment and will provide instruction to individual students and small groups throughout the school day. The position requires frequent collaboration with classroom teachers, specialists, administrators, and families and participation in SRBI and MTSS meetings, data teams, professional learning, and other collaborative structures.

Application Procedure:

Apply online. Applicants are strongly encouraged to submit materials demonstrating their effectiveness as a reading educator. These may include anonymized student growth data, progress monitoring examples, intervention case studies, evidence of accelerated student achievement, or other artifacts demonstrating measurable impact on student learning. Student identifying information should not be submitted.