Literacy Acceleration Specialist (195 Days) 2026-2027 School Year

Dallas Independent School District; Dallas (TX); On-site; USD 60,000 - 85,000; Full time

Job summary

Dallas Independent School District seeks a Literacy Acceleration Specialist for the 2026-2027 school year to lead targeted reading interventions and monitor progress for tier 2 and 3 students.

You will assess literacy skills, design plans, and deliver evidence-based instruction while collaborating with teachers, administrators, and families to advance educational equity.

Qualifications

• Bachelor’s degree required; Master’s preferred.
• Valid Texas Teacher Certificate with endorsements for subject area.
• 3–5 years of direct experience with 3 years classroom teaching and reading expertise.
• HB3 Reading Academy or DPO TEA certification preferred.

Responsibilities

• Administer literacy assessments to identify progress and inform instructional decisions.
• Analyze assessment data to determine literacy needs and develop intervention plans.
• Design culturally responsive, individualized literacy interventions based on data and goals.
• Provide small-group instruction using evidence-based methods.
• Collaborate with administrators, staff, teachers, and families to support literacy growth.
• Document and monitor intervention outcomes and adjust strategies.

Skills

Data analysis

Communication

Google Suite

Independent work

Education

Bachelor's degree

Texas Teacher Certificate

Master's degree preferred

HB3 Reading Academy / TEA DPO

Job description

Literacy Acceleration Specialist (195 Days) 2026-2027 School Year

The Literacy Acceleration Specialist is responsible for implementing targeted interventions to accelerate reading proficiency levels for tier 2 and tier 3 students. This role includes assessing students' literacy skills, designing intervention plans, and delivering evidence-based instruction to improve reading. The Specialist advises and collaborates with teachers, administrators, School Leadership, and families to create educational equity through a comprehensive support system for students.

Responsibilities

• Administer literacy assessments to identify and monitor student progress and inform equitable instructional decisions
• Analyze assessment data to determine specific literacy needs and develop individualized intervention plans
• Design culturally responsive, relevant, and individualized intervention plans based on assessment data and students' literacy goals
• Provide individualized instruction to small groups using research-based intervention methods
• Advise campus administrators and staff on campus-wide systems and processes to improve student literacy
• Document, monitor, and adjust intervention strategies based on students' responses to instruction and assessment results
• Set clear and measurable individualized goals aligned to academic standards and learning objectives
• Maintain timely and accurate case management records of students' learning goals, academic growth, and intervention outcomes to track effectiveness and inform decision-making
• Participate in district professional development opportunities, workshops, and campus team meetings to enhance knowledge and skills related to literacy intervention
• Collaborate with classroom teachers to align intervention strategies with high quality instruction
• Collaborate with school leadership to design and deliver targeted professional development for campus teams including the Multi‑Tiered Systems of Support (MTSS) framework, utilization of MAP Universal Screening, data‑driven instruction, documenting interventions in PowerSchool, and iReady
• Consult with Student Support Teams (SST) and campus staff to create and monitor intervention plans
• Participate in all scheduled parent conferences and discuss students' academic progress, strengths, and areas for improvement
• Communicate regularly with families to share information about literacy initiatives, student progress, and resources for supporting literacy development at home
• Organize family literacy events, workshops, and activities to promote a culture of literacy within the school community

Qualifications

• Required: Bachelor’s degree (Master’s Degree preferred) from an accredited university
• Required: Valid Texas Teacher Certificate with required endorsements for subject area
• Required: 3-5 years of direct experience with 3 years classroom teaching and expertise in reading
• Preferred: Master’s Degree from an accredited university
• Preferred: Successful completion of HB3 Reading Academy or Demonstrated Proficiency Option (DPO) ELAR certificate from TEA
• Strong ability to analyze and interpret data
• Strong ability to communicate effectively with teachers, parents, and administrators
• Proficiency with technology including Google Suite
• Ability to work independently and serve multiple grade levels as assigned

Specialized training and/or experience teaching reading including foundational skills, phonological and phonemic awareness, and research‑based reading intervention practices.