Job Description
Job Description
Secondary Reading Specialist
Full-Time | 2026-2027 School Year
Location: Cambridge Middle School and Cambridge High School
Reports To: Cambridge Middle School Principal and Cambridge High School Principal
Cambridge City Schools is seeking a passionate, knowledgeable, and student-centered Secondary Reading Specialist to support students in grades 7-12 who need targeted reading intervention. This full-time position will serve students at both the middle school and high school, with the teacher working half-time in each building. The Secondary Reading Specialist will provide structured, explicit reading intervention during scheduled class periods, including a credit-bearing course at the high school level, to help students close foundational reading gaps and build the literacy skills needed for success in all content areas.
This position is ideal for an educator who understands that older students with reading difficulties need more than encouragement. They need expert instruction, consistent progress monitoring, strong relationships, and a teacher who believes growth is possible. The successful candidate will have a strong understanding of the Science of Reading and the ability to deliver district-selected intervention programming with fidelity, including instruction in areas such as phonemic awareness, morphology, vocabulary, decoding, fluency, and comprehension.
The selected candidate will begin in the 2026-2027 school year and will be expected to participate in required training in late July 2026; specific dates will be determined.
Qualifications
Candidates must hold or be eligible to hold appropriate Ohio licensure that permits reading instruction in grades 7-12, including one or more of the following:
Ohio licensure in ELA 7-12
Reading Endorsement K-12
Intervention Specialist K-12
Any other valid Ohio teaching license appropriate for providing reading instruction/intervention to students in grades 7-12
Position Summary
The Secondary Reading Specialist will provide direct reading intervention to students in grades 7-12 who demonstrate significant reading needs, including students performing below grade level in areas such as decoding, fluency, vocabulary, and comprehension. The teacher will deliver intervention through scheduled class periods during the school day, primarily in small-group settings, using the district's purchased curriculum and instructional resources.
This role also includes progress monitoring, use of reading diagnostic and screening data, collaboration with school teams, communication with families, and coordination with teachers and support staff to ensure students receive aligned and effective literacy support.
Essential Responsibilities
Provide explicit, systematic reading intervention to students in grades 7-12 during scheduled class periods at both Cambridge Middle School and Cambridge High School
Deliver instruction using the district-adopted reading intervention curriculum with fidelity
Teach foundational and applied literacy skills, including phonemic awareness, phonics/decoding, morphology, fluency, vocabulary, and comprehension
Build strong, supportive relationships with adolescent learners and create a classroom environment that promotes confidence, engagement, and persistence
Use screening, diagnostic, and progress-monitoring data to identify student needs, group students appropriately, monitor growth, and adjust instruction
Participate in MTSS processes and collaborate with teachers, intervention teams, and administrators to support student success
Attend and contribute to data meetings, intervention planning meetings, and problem-solving discussions
Communicate with parents and caregivers regarding student progress, goals, and support strategies
Collaborate with content-area teachers to support students' access to grade-level curriculum and strengthen literacy across disciplines
Work collaboratively with special education staff, intervention staff, and 504/IEP teams as needed to support student learning
Maintain accurate records related to student intervention, attendance, progress, and course performance
Teach a credit-bearing reading course at the high school level
Travel between the middle school and high school during the workday; both buildings are located on the same campus
Participate in required summer training and ongoing professional learning related to adolescent literacy and district programming
Perform other duties as assigned by the building principals or district administration
Desired Knowledge, Skills, and Dispositions
The ideal candidate will demonstrate:
Strong knowledge of the Science of Reading
Understanding of how to support older struggling readers, including students with significant foundational skill gaps
Skill in explicit, systematic instruction
Ability to analyze student data and use it to drive instructional decisions
Ability to motivate and support adolescents who may have experienced repeated difficulty with reading
Strong collaboration and communication skills
Ability to work effectively with general education teachers, special education staff, administrators, and families
Strong classroom management and organizational skills
Commitment to helping students improve literacy outcomes and gain access to grade-level content
Helpful Background or Experience
The following qualifications would be beneficial:
Training in structured literacy, Orton-Gillingham, or similar evidence-based practices
Experience providing reading intervention to secondary students
Experience using reading diagnostic assessments and progress-monitoring tools
Experience teaching morphology, multisyllabic word reading, vocabulary, and comprehension to adolescent learners
Experience supporting students with disabilities and students with significant reading deficits
Terms of Employment
Full-time position
Salary and number of contracted days in accordance with the negotiated agreement
Position begins with the 2026-2027 school year
Required training in late July 2026; dates to be determined
Job Requirements
Strong knowledge of the Science of Reading
Training in structured literacy, Orton-Gillingham, or similar evidence-based practices
Secondary Reading Specialist
Full-Time | 2026-2027 School Year
Location: Cambridge Middle School and Cambridge High School
Reports To: Cambridge Middle School Principal and Cambridge High School Principal
Cambridge City Schools is seeking a passionate, knowledgeable, and student-centered Secondary Reading Specialist to support students in grades 7-12 who need targeted reading intervention. This full-time position will serve students at both the middle school and high school, with the teacher working half-time in each building. The Secondary Reading Specialist will provide structured, explicit reading intervention during scheduled class periods, including a credit-bearing course at the high school level, to help students close foundational reading gaps and build the literacy skills needed for success in all content areas.
This position is ideal for an educator who understands that older students with reading difficulties need more than encouragement. They need expert instruction, consistent progress monitoring, strong relationships, and a teacher who believes growth is possible. The successful candidate will have a strong understanding of the Science of Reading and the ability to deliver district-selected intervention programming with fidelity, including instruction in areas such as phonemic awareness, morphology, vocabulary, decoding, fluency, and comprehension.
The selected candidate will begin in the 2026-2027 school year and will be expected to participate in required training in late July 2026; specific dates will be determined.
Qualifications
Candidates must hold or be eligible to hold appropriate Ohio licensure that permits reading instruction in grades 7-12, including one or more of the following:
Ohio licensure in ELA 7-12
Reading Endorsement K-12
Intervention Specialist K-12
Any other valid Ohio teaching license appropriate for providing reading instruction/intervention to students in grades 7-12
Position Summary
The Secondary Reading Specialist will provide direct reading intervention to students in grades 7-12 who demonstrate significant reading needs, including students performing below grade level in areas such as decoding, fluency, vocabulary, and comprehension. The teacher will deliver intervention through scheduled class periods during the school day, primarily in small-group settings, using the district's purchased curriculum and instructional resources.
This role also includes progress monitoring, use of reading diagnostic and screening data, collaboration with school teams, communication with families, and coordination with teachers and support staff to ensure students receive aligned and effective literacy support.
Essential Responsibilities
Provide explicit, systematic reading intervention to students in grades 7-12 during scheduled class periods at both Cambridge Middle School and Cambridge High School
Deliver instruction using the district-adopted reading intervention curriculum with fidelity
Teach foundational and applied literacy skills, including phonemic awareness, phonics/decoding, morphology, fluency, vocabulary, and comprehension
Build strong, supportive relationships with adolescent learners and create a classroom environment that promotes confidence, engagement, and persistence
Use screening, diagnostic, and progress-monitoring data to identify student needs, group students appropriately, monitor growth, and adjust instruction
Participate in MTSS processes and collaborate with teachers, intervention teams, and administrators to support student success
Attend and contribute to data meetings, intervention planning meetings, and problem-solving discussions
Communicate with parents and caregivers regarding student progress, goals, and support strategies
Collaborate with content-area teachers to support students' access to grade-level curriculum and strengthen literacy across disciplines
Work collaboratively with special education staff, intervention staff, and 504/IEP teams as needed to support student learning
Maintain accurate records related to student intervention, attendance, progress, and course performance
Teach a credit-bearing reading course at the high school level
Travel between the middle school and high school during the workday; both buildings are located on the same campus
Participate in required summer training and ongoing professional learning related to adolescent literacy and district programming
Perform other duties as assigned by the building principals or district administration
Desired Knowledge, Skills, and Dispositions
The ideal candidate will demonstrate:
Strong knowledge of the Science of Reading
Understanding of how to support older struggling readers, including students with significant foundational skill gaps
Skill in explicit, systematic instruction
Ability to analyze student data and use it to drive instructional decisions
Ability to motivate and support adolescents who may have experienced repeated difficulty with reading
Strong collaboration and communication skills
Ability to work effectively with general education teachers, special education staff, administrators, and families
Strong classroom management and organizational skills
Commitment to helping students improve literacy outcomes and gain access to grade-level content
Helpful Background or Experience
The following qualifications would be beneficial:
Training in structured literacy, Orton-Gillingham, or similar evidence-based practices
Experience providing reading intervention to secondary students
Experience using reading diagnostic assessments and progress-monitoring tools
Experience teaching morphology, multisyllabic word reading, vocabulary, and comprehension to adolescent learners
Experience supporting students with disabilities and students with significant reading deficits
Terms of Employment
Full-time position
Salary and number of contracted days in accordance with the negotiated agreement
Position begins with the 2026-2027 school year
Required training in late July 2026; dates to be determined
Job Requirements
Strong knowledge of the Science of Reading
Training in structured literacy, Orton-Gillingham, or similar evidence-based practices
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