Lower School Literacy Learning Specialist

Georgetown Day School; Washington (District of Columbia); On-site; USD 45,000 - 53,000; Part time

Job summary

An established educational institution seeks a passionate Lower School Literacy Learning Specialist to enhance literacy instruction and curriculum development. This part-time role involves collaborating with teachers and students to implement innovative literacy strategies, ensuring alignment with best practices. The ideal candidate will foster a supportive and inclusive learning environment, guiding educators in effective literacy interventions and curriculum design. Join a vibrant team dedicated to nurturing a love for reading and writing in young learners, while contributing to a school that values diversity and academic excellence.

Qualifications

• Masters in Special Education or related field required.
• Experience in Literacy/ELA Curriculum Development and Implementation required.

Responsibilities

• Support teachers in implementing new literacy instructional approaches.
• Lead the rollout of a new writing curriculum across Lower School classrooms.

Skills

Literacy Development

Curriculum Development

Collaboration

Differentiated Instruction

Communication Skills

Assessment Strategies

Education

Masters in Special Education

Job description

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Georgetown Day School provided pay range

This range is provided by Georgetown Day School. Your actual pay will be based on your skills and experience — talk with your recruiter to learn more.

Base pay range

$45,000.00/yr - $52,500.00/yr

About The School

Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves.

Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.’s and the nation’s most dynamic educational institutions.

Since the school’s founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus.

About The Position

We are seeking a part-time appropriately qualified and experienced Lower School Literacy Specialist to join our faculty for the 2025-2026 school year. The position will lead our roll-out of a new literacy approach and writing curriculum as well as continue our progress with implementing Orton Gillingham. The successful candidate will be a thoughtful and inspiring educator, keen to work with colleagues, students, and their parents in a student-centered, highly collaborative, inclusive, future-focused, learning environment. The Literacy Learning Specialist will be a part of the Learning Services team focused on teacher and student support. The primary focus for the year will be in supporting teachers in curriculum development and alignment, and leading successful implementation of a new Literacy approach across the division, and to coordinate with the other Learning Specialists around Literacy Interventions.

Division : Lower School

Department: Learning Services

Reports to: the Director of Learning Services and the Lower School Principal

Location: On-site at 4200 Davenport Street, NW, Washington, DC

Date: August 18, 2025

Type of Opportunity: part-time, permanent

FLSA Status: Exempt

Compensation: $45,000-52,500 prorated annual salary, based on experience

Note: Applications will be reviewed on a rolling basis.

Primary Responsibilities

• Support for Teachers in Implementing New Literacy Instructional Approach:
• Oversee and support the alignment of the PreK-4 literacy curriculum
• Continue strategic teacher development in use of the OG method for orthography instruction
• Collaborate with classroom teachers to integrate effective literacy strategies into daily lessons and activities.
• Guide teachers in the effective use of assessments and student data to inform literacy instruction.
• Assist in the creation of differentiated lessons and instructional materials to meet the diverse needs of students.
• Implementation of New Writing Curriculum:
• Lead the rollout of a new writing curriculum across all Lower School classrooms.
• Provide training and support for teachers in the successful implementation of the writing curriculum.
• Ensure alignment of the writing curriculum with learning standards and research based best practices.
• Monitor the effectiveness of the curriculum through ongoing feedback, assessments, and adjustments as necessary.
• Collaboration and Communication:
• Work collaboratively as a member of the Lower School Student Support Team and Lower School Academic Team to ensure the literacy needs of all students are met.
• Communicate regularly with families, tutors, and outside resources regarding students’ literacy development and progress.
• Participate positively and collaboratively in school-wide initiatives and meetings.
• Collaboration and Communication for Student Support:
• Work collaboratively as a member of the Lower School Student Support Team and Lower School Learning Services Team.
• Communicate regularly with families, tutors, and outside providers regarding students’ literacy development and progress.
• Participate positively and collaboratively in school-wide initiatives and meetings.
• Continuous Professional Growth:
• Stay up-to-date with the latest research, trends, and best practices in literacy instruction and early childhood/elementary education.
• Attend relevant workshops, conferences, and professional development opportunities to enhance skills and knowledge.
• Share insights and strategies with teachers to support curriculum development and to foster a culture of continuous learning.
  
  

Additional Responsibilities

• Occasional evening or weekend work for professional development or school events
  
  

Qualifications

Requirements:

• Masters in Special Education or related field required
• Experience in Literacy/ELA Curriculum Development and Implementation required
• Special Education Certification and experience differentiating instruction for a variety of student needs preferred
• Extensive experience coaching teachers preferred
• Specific experience with Orton Gillingham and Writing Revolution a plus
  
  

Skills

• Creates a safe, collaborative learning environment that aligns with the school’s equity-driven mission.
• Demonstrates a solid knowledge base of diversity (e.g. race, class, ethnicity, gender, ability) and experience working with a diverse student population and incorporating that knowledge into their culturally, and historically relevant instruction.
• Strong knowledge of literacy development, including phonics, vocabulary, fluency, comprehension, and writing skills.
• Experience with a range of literacy intervention strategies and programs (e.g., RTI, Fountas & Pinnell, etc.).
• Experience with developing and aligning literacy curriculum
• Strong knowledge of using observations/assessment data to inform teaching and improve learning, and to set individual learning goals.
• Familiarity with current trends in literacy instruction and curriculum design.
• Excellent communication, collaboration, and organizational skills.
• Ability to work effectively with students, teachers, parents, and administrators.
• Passion for fostering a love of reading and writing in young learners.
• Familiar with, and committed to, the use of positive behavior interventions and supports
• Leverages technology, in support of the learning community.
• Is flexible, innovative, and solution-focused.
• Demonstrates a commitment to ongoing professional learning.
  
  

Americans with Disability Specifications

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Work Environment

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.

Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time.

The noise level in the work environment is usually moderate.

To Apply

Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: http://www.gds.org/Recruiting. In your cover letter, please include your philosophy of literacy instruction and how you plan to support both students and teachers in achieving literacy success. To find out more about the school, candidates should visit our website at www.gds.org.

As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways.

Seniority level

• Seniority level

  Mid-Senior level

Employment type

• Employment type

  Part-time

Job function

• Job function

  Education and Training

• Industries

  Primary and Secondary Education

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