Secondary Reading Intervention Teacher Structured Literacy

Capitol Region Education Council; Coltville (CT); On-site; USD 55,000 - 75,000; Full time

Job summary

CREC Academy of Science and Innovation is seeking a Reading Intervention teacher to support secondary students (grades 6-12). The role focuses on direct literacy instruction, small-group and targeted interventions, and coordination with school teams to monitor progress.

The successful candidate will implement evidence-based literacy practices, participate in data meetings, and contribute to a culture of inclusive, high-quality reading support for diverse learners.

Qualifications

• Experience delivering Tier II/III literacy interventions.
• Ability to assess and monitor student progress to inform instruction.
• Strong collaboration with general educators and support staff.

Responsibilities

• Provide direct instruction through small-group and individualized Tier II and III interventions.
• Collaborate with general education teachers, instructional coaches, and support staff to design and implement literacy instruction.
• Lead or co-lead structured literacy intervention classes grounded in science of literacy.
• Regularly assess, monitor, and document student progress to inform instruction and determine intervention pathways.
• Administer federal, state, and local assessments as needed.
• Participate in team meetings, department planning, data analysis sessions, and family communication processes.
• Comply with all policies and procedures.
• Other duties as assigned.

Skills

Small-group instruction

Literacy intervention

Assessment & progress monitoring

Collaboration with teachers

Data-informed instruction

Job description

CREC Academy of Science and Innovation is seeking a Reading Intervention teacher to support secondary students (grades 6-12). The role focuses on direct literacy instruction, small-group and targeted interventions, and coordination with school teams to monitor progress.

The successful candidate will implement evidence-based literacy practices, participate in data meetings, and contribute to a culture of inclusive, high-quality reading support for diverse learners.