Literacy Interventionist

Lufkin ISD; Stratton Meadows (CO); On-site; USD 50,000 - 70,000; Full time

Job summary

A Texas school district is seeking a Literacy Interventionist to provide direct instruction in Reading Language Arts and support teachers in best practices. This role requires a Bachelor's degree, a Texas teaching certificate, and experience in literacy interventions. The ideal candidate will have excellent communication and organizational skills to enhance student achievement and facilitate collaboration among staff. Commitment to fostering a positive learning environment is essential.

Qualifications

• Bachelor's degree from accredited university required.
• Valid Texas teaching certificate essential.
• Experience in literacy interventions preferred.
• Strong communicative and organizational abilities necessary.

Responsibilities

• Provide direct instruction to students in Reading Language Arts.
• Develop text-dependent reading and writing curricular resources.
• Conduct assessments of student learning styles.
• Collaborate with special education teachers on curriculum modification.

Skills

Communication skills

Organizational skills

Team collaboration

Analytical skills

Education

Bachelor’s degree from accredited university

Valid Texas teaching certificate

Master’s degree or additional certifications preferred

Tools

Personal computer and peripherals

Job description

• Position Type:
  Literacy/Dyslexia Reading Specialist
• Date Posted:
  2/27/2025
• Location:
  875 DISTRICT EDUCATION CENTER

Job Title: Literacy Interventionist

Reports to: Principal

Dept./School: Assigned Campus

Primary Purpose:

Provide direct instruction to students in Reading Language Arts; train and support teachers on best instructional practices in order to raise student academic success in literacy

Qualifications:

Education/Certification:

Bachelor’s degree from accredited university
Valid Texas teaching certificate

Master’s degree or additional certifications preferred
Neuhaus training preferred
CALT Certification preferred

Special Knowledge & Experience:

Coursework in Reading; endorsement in Reading preferred; endorsement in ESL preferred

Four years of directly related experience preferred, including classroom teaching experience with students at various reading levels and developing professional development for classroom teachers in the area of reading and writing intervention

Experience with reading interventions preferred

Experience creating formative assessments to address various areas of literacy

Expertise creating individualized intervention plans for students based on observational or assessment data

Ability to analyze evaluation data to inform next steps for professional development and implementation strategy

Knowledge of local, state, and national trends in reading and writing interventions

Commitment to collaboration and building relationships

Excellent organizational, communication, and interpersonal skills

Driven by a desire to produce quantifiable student achievement gains

Major Responsibilities and Duties:

Instructional Strategies

Provide intervention services to students in English Language Arts

Develop text-dependent reading and writing curricular resources that are aligned to the TEKS

• Create guidance for Reading Language Arts teachers for addressing various weaknesses in reading and writing, and for formatively assessing various areas of reading and writing
• Keep abreast of research and professional trends in the areas of reading and writing
• Develop and implement lesson plans that fulfill the requirements of district’s curricular program and show written evidence of preparation as required. Prepare lessons that reflect accommodations for differences in individual student differences.

Plan and use appropriate instructional and learning strategies, activities, materials, equipment, and technology that reflect understanding of the learning styles and needs of students assigned and present subject matter according to guidelines established by Texas Education Agency, board policies, and administrative regulations.

Conduct assessment of student learning styles and use results to plan instructional activities.

Work cooperatively with special education teachers to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP).

Work with other members of staff to determine instructional goals, objectives, and methods according to district requirements.

Student Growth and Development

Conduct ongoing assessment of student achievement through formal and informal testing.

Be a positive role model for students; support mission of school district.

Classroom Management and Organization

Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.

Manage student behavior in accordance with Student Code of Conduct and student handbook.

Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

Assist in selecting books, equipment, and other instructional materials.

Compile, maintain, and file all reports, records, and other documents required.

Professional Growth and Development

Partic ipate in staff development activities to improve job-related skills.

Comply with state, district, and school regulations and policies for classroom teachers.

Attend and participate in faculty meetings and serve on staff committees as required.

Customer Care Skills

Provide professional communication with students, parents, community members, staff, and other professionals at all times.

Use proper phone etiquette at all times, speaking slowly and clearly. Take reliable messages, and route to the appropriate staff.

Ensure superior customer care skills are used via eye contact, facial expressions, voice inflections, body language, and an attitude of “going the extra mile” for others.

Ensure all requests for information are dealt with in an appropriate timeframe.

Create and maintain a welcoming, service-oriented environment toward all internal and external customers.

Supervisory Responsibilities:

None.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used : Personal computer and peripherals;standard instructional equipment;

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move text books and classroom equipment

Environment: Work inside, may work outside; regular exposure to noise

Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours