Reading Interventionist, Alpha - $100,000/year USD

Crossover; Plano (TX); On-site; USD 90,000 - 110,000; Full time

Benefits offered by this job

Health, dental and vision coverage day

Relocation assistance

Job summary

Alpha is hiring a Reading Interventionist to deliver structured-literacy sessions for K–3 students on a campus-based model. You will diagnose deficits, design targeted sequences, and verify skill transfer within small groups, ensuring steady progress.

Responsibilities include supporting app-based instruction, facilitating routines, and tracking weekly milestones. Competitive compensation includes day-one benefits and relocation assistance for eligible candidates.

Qualifications

• Minimum 3 years of direct experience with children 4-9.
• At least 2 years teaching reading to K-3 in the past 5 years.
• Completed training in structured literacy approaches (LETRS, Orton-Gillingham, etc.) or a master’s in reading.
• Bachelor’s degree in any discipline; state teaching certification not required.
• Willing to work on-site at one campus with relocation assistance.

Responsibilities

• Deliver targeted literacy sessions to small groups (2–4 students).
• Support students during app-based core instruction with prompts to regain momentum.
• Facilitate routines, workshops, meals, and reflection activities to sustain engagement.
• Motivate students toward software milestones using gamification and leaderboards.
• Remain with students from opening through dismissal, including meals and outdoor time.

Skills

Reading instruction

Structured literacy

On-site work

Relocation assistance

Education

Bachelor's degree

Structured literacy training or master’s in reading

Tools

Amira

Lexia

i-Ready

Job description

• $100,000 annual salary paid weekly, with health, dental, and vision coverage starting day one
• 40-hour work week across five days, on-site at a single Alpha campus, relocation assistance provided

Alpha operates differently from the schools where you were trained. Students complete their full academic curriculum in roughly two morning hours, working through AI-driven adaptive software independently, no direct instruction, no paper textbooks, no district-mandated scope. The remainder of the day centers on life-skills programming. Staff members carry the title of Guide instead of teacher, and that distinction is intentional: you are not responsible for content delivery. Your role is ensuring students engage with the work, sustain motivation, and navigate obstacles the software cannot resolve.

You remain with the same group of students from opening routines through dismissal: academic time, workshops, meals, outdoor time, reflection circles. This sustained contact reveals insights a formal assessment will miss. Within two weeks, you will identify which child is performing fluency without comprehension—reading a passage smoothly only because she committed it to memory days earlier, not because she has mastered decoding.

Once you locate the deficit, there are no barriers to addressing it. No referral forms, no committee approval, no waitlist. You group two to four children and deliver a focused fifteen-minute session designed specifically for that error type—phoneme-grapheme correspondence, blending practice, decodable passages, whatever the need demands—confirm the skill has transferred, then return them to independent work.

You are not drafting individualized lesson plans for twenty-four students late into the evening. Your preparation is targeted and assessment-driven: which students require support tomorrow, and what intervention will produce measurable progress. You maintain the daily standard without silently adjusting it downward, because families review weekly performance data and expect you to explain any learning gap.

Alpha is expanding campuses nationwide, and the limiting factor is personnel capable of executing this model effectively. Those who demonstrate competence contribute to the hiring and training of incoming Guides and develop the instructional frameworks adopted by other sites. Some transition into lead coaching positions, where the diagnostic thinking behind literacy instruction becomes the primary responsibility. That advancement is performance-based, not automatic.

Your application materials will not be the determining factor. If the skills that make you effective in this work have never translated cleanly to a resume, that is precisely the reason.

We recruit from all regions, so job platforms may list this position in cities without an active campus.

Currently available locations:

• AZ - Phoenix
• OK - Oklahoma City and Tulsa
• TX - Dallas, Fort Worth (Keller), Plano, and The Woodlands
• UT - Park City (Salt Lake City)

What You Will Be Doing

• Delivering targeted structured-literacy sessions to small groups of two to four students—identifying phonics or decoding deficits through running records and fluency assessments, designing an instructional sequence to address the gap, and verifying skill transfer
• Supporting students during app-based core instruction: identifying when progress has stalled, posing questions that restore momentum, maintaining daily achievement targets
• Facilitating morning routines, life-skills programming, and reflection activities that sustain engagement for early elementary students
• Motivating students toward weekly software milestones using school incentive systems, competitive leaderboards, and age-appropriate gamification strategies
• Remaining with your students from opening through dismissal, including meals and outdoor time, responding to resistance and frustration with individualized behavioral plans

What You Won’t Be Doing

• Preparing full-class lesson plans every evening. Your instructional planning is diagnostic and targeted
• Managing a pull-out intervention caseload from a separate classroom. Reading groups occupy approximately one-tenth of your time and are integrated into the daily schedule
• Implementing a commercial curriculum with strict adherence to an external scope and sequence
• Drafting IEPs or 504 documentation, managing assessment administration paperwork, or participating in district-level curriculum committees
• Transferring your students to another staff member during planning periods. You remain with them from start to finish

Reading Interventionist Key Responsibilities

Ensure every K-3 student reaches their daily learning targets, and eliminate the reading skill deficits that prevent independent progress.

Basic Requirements

• Willing to work on-site at one of the campuses identified above, with relocation assistance available
• Minimum 3 years of direct experience working with children ages 4-9 in contexts such as: classroom instruction, private tutoring, summer camps, youth programming, children's performance arts, or similar environments where children participated because of your presence
• At least 2 years of that experience specifically teaching reading to students in grades K-3, within the past 5 years
• Completed training in structured literacy approaches such as: LETRS, IMSE, Orton-Gillingham, Wilson Reading System, Fundations, UFLI, CERI, Neuhaus, SIPPS, Really Great Reading, or comparable programs; or hold a master's degree in reading or literacy
• Bachelor's degree in any discipline. State teaching certification is not required
• Comfortable allocating approximately 90% of your time to supporting students through software-based learning, workshop facilitation, and campus operations, with 10% dedicated to reading intervention
• Willing to support all K-3 students, not exclusively those identified as struggling readers
• Legally authorized to work in the United States without requiring visa sponsorship

Nice-to-have Requirements

• You can sustain the attention of a group of first-graders using only your presence and a well-designed activity
• Exhausted children consistently returned to your after-school or summer programming
• Familiarity with digital reading platforms (Amira, Lexia, i-Ready) or standardized literacy assessments (DRA, DIBELS, AIMSweb)
• You can describe a particular student whose decoding skills you improved, and articulate the instructional approach you used
• Experience in non-traditional educational settings: charter schools, micro-schools, Montessori programs, or hybrid learning models

About Alpha

Alpha reimagines the school day around faster learning, stronger mentorship, and more time for students to build real-world skills.

Join the team building school around student growth

Alpha hires teachers (guides), operators, admissions experts, school & curriculum leaders, and remote team members.

Education work that pays like it matters

Alpha offers six-figure roles for people ready to help build a radically better school experience.

A culture built for builders

Alpha is fast-moving, ambitious, and student focused. It’s for people who want to improve the system, not maintain it.

Alpha is where you can do the most meaningful work of your career

Working with us

This is a full-time, W2 employee position with immediate access to benefits. All roles are year-long positions. The compensation level for this role is $100,000 USD/year. The payment period is weekly. Consult www.crossover.com/help-and-faqs for more details on this topic.