Reading Specialist II

Private School, $120,000/year ($60/hour), Paid Weekly, Full-Time (40 hours/week), Hours: 8:00 a.m. to 5:00 p.m., 100% In-Classroom with K-3 Students, Day-One Health, Dental & Vision Benefits, Relocation Support Provided, Long-Term Role

Seeking an experienced K-3 Reading Specialist with a structured-literacy certification or a master’s degree in reading instruction to deliver highly targeted, data-driven reading instruction in an innovative learning environment where AI handles core academic instruction. Rather than following a scripted curriculum, reading specialists use real-time student performance data to design personalized 20-minute small-group workshops that address specific skill gaps in phonics, fluency, decoding, and comprehension. This role is intended for reading specialists who want greater ownership over instruction and the opportunity to directly shape student outcomes.

Workshops are intentionally short, engaging, and highly focused, allowing specialists to quickly identify learning gaps and redesign lessons to meet students' evolving needs while maintaining high levels of student engagement. The position also requires strong communication and accountability with families, who receive regular data updates on their children's reading progress. Reading specialists must confidently explain student performance, identify specific literacy challenges, and describe the instructional strategies being used to address them. Success is measured through measurable improvements in reading achievement, student engagement, and consistently positive student feedback, with opportunities to influence reading instruction across multiple campuses as best practices are identified.

This role is ideal for educators with structured literacy certifications or advanced reading instruction credentials who enjoy designing instruction rather than implementing scripted programs. Candidates should be energetic, engaging, and comfortable working directly with young children while integrating AI-powered learning tools into their teaching. Successful applicants demonstrate strong diagnostic skills, a passion for measurable student growth, and the ability to create motivating, high-impact learning experiences that help every student become a more confident reader.

Responsibilities

-Designing small-group K-3 reading workshops from live adaptive-app data, grounded in structured-literacy methods (Orton-Gillingham, Wilson, LETRS, IMSE, or equivalent)

-Running daily motivation sessions that get 100% of your students to their weekly app goals using our motivational model (school currency, leaderboards, age-appropriate gamification)

-Interpreting AI-generated performance data (fluency curves, decoding accuracy, comprehension signal) to adjust instruction mid-day, not just in pre-planning

-Administering running records, fluency probes, and decoding assessments to produce gains visible on the weekly campus data review

-Being the relatable, energetic adult your K-3 students look forward to seeing every day

Requirements

-Structured-literacy certification (Orton-Gillingham, LETRS, Wilson Reading System, IMSE, CERI, Neuhaus, UFLI, or equivalent) OR a Master's degree in reading instruction

-Bachelor's degree in any subject, plus 2+ years of full-time K-3 structured reading instruction in a school or clinical setting within the last 5 years, using systematic phonics or structured literacy

-Demonstrated ability to design your own reading lessons and articulate what you teach and how, without relying on a published program

-Willingness to work with all K-3 students (not only struggling readers) and integrate AI and adaptive-learning tools into daily instruction as those tools evolve

-Legally authorized to work in the U.S. without visa sponsorship



Preferences

-Hands-on experience with AI-powered or adaptive reading platforms (e.g., Amira, Lexia, i-Ready, Reading Plus) for planning or student data analysis

-Track record of measurable reading outcomes (fluency gains in WCPM, accuracy improvement, decoding level advancement) you can name with numbers

-Experience with diagnostic reading assessments (DRA, DIBELS, AIMSweb) for forming differentiated groups

-Experience in high-accountability school environments (independent, elite charter, premium tutoring with families who track outcomes closely)

-Background performing, coaching youth sports, or otherwise holding a K-3 audience outside the reading classroom