Elementary Reading Interventionist - Reiche Elementary, 25-26 SY

Portland Public Schools; Portland (ME); On-site; USD 50,000 - 70,000; Full time

Job summary

An established educational institution is seeking a passionate Elementary Reading Interventionist to join their team at Reiche Elementary. This role is crucial for shaping the literacy foundation of students, providing targeted reading instruction, and fostering a supportive learning environment. The ideal candidate will collaborate with classroom teachers, utilize data-driven instruction, and engage with families to support student success. With a commitment to diversity and inclusion, this position offers a unique opportunity to make a significant impact in the lives of students from various backgrounds. Join a dedicated team that values collaboration and strives for excellence in education.

Qualifications

• Strong equity orientation and openness to personal reflection.
• Extensive experience in implementing research-based reading curriculum.

Responsibilities

• Deliver direct, explicit reading instruction to students.
• Administer diagnostic assessments to identify reading difficulties.
• Communicate regularly with parents about their child's progress.

Skills

Reading Instruction

Data Analysis

Collaboration

Cultural Responsiveness

Assessment

Education

Bachelor's Degree in Education

Master’s Degree (Preferred)

Tools

Orton Gillingham

mClass/DIBELS

Early Bird

Job description

POSITION OVERVIEW: Elementary Reading Interventionist – Reiche Elementary, 25-26 SY

Portland Public Schools is seeking a skilled Reading Interventionist at Reiche Elementary for the 2025-2026 school year and beyond. The Elementary Reading Interventionist plays a pivotal role in shaping the literacy foundation of our students. This specialist will be instrumental in providing targeted reading instruction, overseeing reading intervention programs, analyzing data and using progress monitoring tools. A key component of this role is communicating and collaborating with classroom teachers sharing literacy goals, progress monitoring updates and celebrating progress.

ESSENTIAL RESPONSIBILITIES:

+ Individualized and Small Group Instruction

• Build meaningful relationships with students, fostering a positive and supportive learning environment, and addressing individual student needs
• Deliver direct, explicit reading instruction to students identified as needing additional support in literacy
• Implement and oversee research-based reading intervention curriculum, and tailor to student needs, with a strong emphasis on the principles of the Science of Reading

+ Assessment and Data-Driven Instruction

• Administer diagnostic assessments to identify students' specific areas of difficulty and to determine their current reading proficiency levels
• Regularly monitor and evaluate the reading performance of students, utilizing data to inform instruction and intervention decisions
• Collect and analyze data regularly to inform instructional decision-making and track student progress
• Share trends with school leaders to inform Tier 1 instruction, if appropriate

+ Collaboration and Cultural Humility

• Work with a diverse group of learners, including multilingual students and students with special needs, including dyslexia
• Communicate and collaborate with classroom teachers sharing literacy goals, progress monitoring updates and celebrating progress
• Ensure instruction is culturally responsive and meets the needs of all learners

+ Professional Development

• Participate in professional development opportunities to stay informed about best practices in reading instruction, assessment, and intervention strategies
• Continually seek out and welcome additional learning, feedback from colleagues including the school’s Instructional Coach, and regularly reflect on own practice.

+ Family Engagement

• Communicate regularly with parents or guardians to update them on their child's progress, discuss strategies for support at home, and provide resources for additional practice
• Have an asset approach when working with families

KNOWLEDGE, SKILLS, AND ABILITIES:

+ Equity

• Strong equity orientation and an openness to personal reflection on deepening awareness of personal bias and being culturally responsive
• Demonstrated conviction around having high expectations for all students, and an asset-based approach
• Conviction that all students can read effectively given the right instruction, and a passion to do so
• Demonstrated results with teaching multilingual learners and students with disabilities, including dyslexia

+ Content Knowledge

• Extensive experience in implementing research-based reading curriculum such as Orton Gillingham or other Science of Reading-based
• Expertise in formative, benchmark/interim and summative reading assessment and instruction
• Deep understanding of the Science of Reading
• Understanding of the intersection of language development and the process of learning to read

+ Relationship Building

• Great relationship builder
• Demonstrated ability to build trust with teachers and administrators
• A great teammate
• Someone who lifts people up rather than bringing them down
• Someone who has a “go-getter” attitude about work. Excellent oral and written communication skills

EDUCATION, TRAINING, AND EXPERIENCE

• Bachelor's degree in an applicable field of education from an accredited college or university
• Successful track record as a teacher
• [Preferred] Master’s degree
• [Preferred] Training and experience in Orton Gillingham reading instruction or other research-based reading intervention program
• [Preferred] Experience using Early Bird and/or mClass/DIBELS, or other Science of Reading-based assessments
• [Preferred] Experience teaching reading to multilingual learners and/or students with disabilities

CREDENTIAL REQUIREMENTS

• Currently holds or is eligible for a valid teacher certification
• [Preferred] Maine State Teacher Certificate with 092 Endorsement (Literacy Specialist) OR experience successfully implementing a research-based reading program

EMPLOYMENT DETAILS:

• School-year position
• Permanent
• Full Time, 1.0 FTE
• Not eligible for overtime

ABOUT REICHE:
Howard C. Reiche Elementary School, nestled in the urban West End neighborhood of Portland, is ranked the most wonderfully diverse of all elementary schools in Maine, celebrating 16 different home languages and students from 21 different birth countries. Over half our students are multilingual learners, and about a quarter of our students are welcome newcomers, recently arrived in America. Over 83% of our students qualify for free/ reduced lunch and 105 of our students are currently without a fixed residence. We value and nurture our relationships with our amazing, involved families and strive for an inclusive and equitable experience for all. Our dedicated support staff and talented teachers use their impressive skills to provide a quality education for all of our students. Our highly collaborative culture is joyful in the face of our important, challenging work. We have many partners in the West End Arts Community, including the Portland Symphony, Shoestring Theatre, the Portland Museum of Art, and more. We offer Chorus, Band and Strings for older students as well as extra-curricular sports and art classes for all ages. We are sustained by a unique Teacher-Led model that empowers our community of educators with distributed leadership and shared decision making. Every educator is on a committee that makes our school a better place. Get to know us and learn why our motto is: Come Experience the World At Reiche School!


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Portland Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws.