Reading Specialist (11-Month)

Fredericksburg City Public Schools; Fredericksburg (VA); On-site; USD 50,000 - 70,000; Full time

Job summary

Fredericksburg City Public Schools is seeking a Reading Specialist for grades K-5 at Hugh Mercer Elementary School to support literacy development and instruction across grade levels. The role emphasizes collaboration with teachers, administrators, and the department of teaching and learning to align literacy practices with the division’s goals.

Beginning December 14, 2026, salary will reflect education and experience.

Qualifications

• Must hold or be eligible for a Virginia teaching license with appropriate endorsement.
• Candidates must meet the current professional teacher's assessment requirements for initial licensure for Virginia if not already licensed or exempted by three years of full-time, successful teaching experience (K-12) on a current out-of-state license in an accredited public or private school.
• See attached job description below.

Responsibilities

• Collaborates efficiently and transparently with other members of the FCPS instructional team to continually improve student instructional programs.
• Remains current with educational trends and techniques to determine the best ways to support teachers in the planning/delivery of instruction.
• Promotes and sustains collaborative relationships with teachers, specialists, supervisors, and building administrators through effective communication.
• Works directly with student groups as needed to deliver tier 2 and/or tier 3 instruction.
• Creates lesson plans as needed for tier 2 and/or tier 3 instruction.
• Trains staff who will implement tier 2 and/or tier 3 instruction.

Education

Virginia teaching license with endorsement

Job description

• Position Type: Elementary School Teaching/ Reading Resource
• Date Posted: 11/13/2026
• Location: Hugh Mercer Elementary School
• Date Available: 12/14/2026

POSITION: Reading Specialist K-5

QUALIFICATION PREFERRED: See attached job description.

REQUIREMENTS:

• Must hold or be eligible for a Virginia teaching license with appropriate endorsement.
• Candidates must meet the current professional teacher's assessment requirements for initial licensure for Virginia if not already licensed or exempted by three years of full-time, successful teaching experience (K-12) on a current out-of-state license in an accredited public or private school.
• See attached job description below.

LOCATIONS:

• Hugh Mercer Elementary School

SALARY:

Placement on teacher salary scale depends on education and experience.

BEGINNING DATE:

December 14, 2026

CONTACT PERSON:

Eileen Pospisil, Human Resources Specialist, [e-mail]

APPLICATION CLOSING DATE:

UNTIL FILLED

NOTE:

Fredericksburg City Public School Division is an equal opportunity employer. Therefore, it does not discriminate on the basis of race, color, religion, national origin, political affiliation, gender, age, marital status, or disability in its educational programs or employment. No person shall be denied employment solely because of any impairment which is unrelated to the ability to engage in activities involved in the position or program for which application has been made.

Leadership Vision for the Department of Teaching and Learning

The unified pursuit of ‘Excellence in Education' for all children.

Leadership Mission for the Department of Teaching and Learning:

Understanding the charge and the goals of the division's strategic comprehensive plan regarding instruction, the FCPS Department of Teaching and Learning models how to develop people and workgroups, establishes rapport, and creates an effort to bring out the best in people. We use situational leadership as a strategy to collaborate, adapt to the needs of all stakeholders, and make sound instructional decisions based on data. We showcase the willingness to do anything that needs to be done and fulfill our assigned responsibilities prior to seeking additional duties.

Leadership Beliefs:

• We are here to guide instructional best practices while allowing the administrative teams to handle the day-to-day operation of the buildings.
• We believe that empowerment through unity will enable the department to be viewed as a collaborative entity.
• We accept feedback, are willing to reflect, and seek additional clarification if necessary.
• All improvements start with collaboration and are carried out to the best of our abilities.
• Decisions begin and end with children as the primary focus.

Requisite Knowledge, Skills, and Abilities:

• Leadership skills that will promote successful collaboration with administrators, teachers, and the school community.
• Knowledge of adult learning practices and experience in designing and delivering effective professional learning opportunities
• Ability to balance multiple priorities and meet established deadlines.
• Consistently models professionalism in all settings.
• Committed to personal professional development and growth.
• Strong written, interpersonal, collaborative, speaking, and facilitation skills.
• Ability to resolve conflict and appropriately respond to concerns in a timely manner.

Job Responsibilities – T&L Instructional Coaches:

• Collaborates efficiently and transparently with other members of the FCPS instructional team to continually improve student instructional programs.
• Seeks support from Directors in the Department of Teaching and Learning as needed.
• Remains current with educational trends and techniques to determine the best ways to support teachers in the planning/delivery of instruction.
• Promotes and sustains collaborative relationships with teachers, specialists, supervisors, and building administrators through effective communication.
• Serves as a liaison between the Department of Teaching & Learning, schools, colleagues, and other departments/administrative offices to ensure alignment and effective implementation of key priorities throughout the division.
• Supports the FCPS Professional Development Plan by designing, facilitating, presenting, and evaluating ongoing professional development based on school needs and division priorities as necessary.
• Balances job responsibilities effectively by adjusting priorities as needed.
• Uses effective communication skills to present information accurately and clearly.
• Maintains confidentiality in professional relationships with colleagues, students, parents, administrators, and community members.
• Completes paperwork consistently, appropriately, and in a timely manner.
• Models being a lifelong learner by participating in professional learning opportunities that are aligned withs the goals of this position.
• Performs other duties as assigned.

Job Specific Responsibilities – Literacy and Math Coaches:

Instructional Staff Support

• Provides guidance, training, and support to teachers and teams in the area of instructional planning and delivery across assigned content area.
• Partners with teachers and administrators to ensure equitable learning opportunities for all students.
• Serves as a leader and expert in the instructional area of focus.
• Provides teachers with feedback and resources that will improve their practice and support the needs of their students.
• Participates in professional learning communities with the goal of improving instruction for all students.
• Empowers teams to engage in ongoing cycles that include unpacking standards, framing objectives, common assessments, data analysis, data-driven conversations, and curriculum planning.
• Collaborates with other instructional staff on creation of formative assessments.
• Models, co-teaches, and co-plans with teachers in their instructional area.
• Communicates frequently with building administrative teams about instructional planning needs, informal instructional observations, and professional development needs of staff.
• Supports principal's vision of literacy/math programs for the school.
• Assists in development and implementation of instructional framework which aligns with research-based and evidence-driven instruction.

Student Support

• Works directly with student groups as needed to deliver tier 2 and/or tier 3 instruction.
• Creates lesson plans as needed for tier 2 and/or tier 3 instruction.
• Trains staff who will implement tier 2 and/or tier 3 instruction.

Stakeholder Support

• Assists families in building literacy/numeracy cultures such as at-home practice, family event attendance, and frequent communication.
• Reviews stakeholder feedback and offers solutions to better meet family needs.
• Increases family engagement by bridging cultural and socioeconomic backgrounds through literacy/numeracy events