Job Description
Job Description
Job Title: Elementary School Reading Intervention Teacher
Grade: Elementary Level
Location: Elementary School
Reports To: Building Principal
Subordinates: None
Position Type: Full-Time, Exempt, Academic Calendar Year Schedule
School Year: 2026-2027
Salary: School Year Instructional Salary Scale
POSITION SUMMARY:
The Reading Intervention Teacher will work with elementary students to improve reading proficiency and support their academic growth. The ideal candidate will be committed to using research-based strategies to help students who are struggling with reading, ensuring that they are equipped with the necessary skills to succeed in their education.
This job description is intended to convey information essential to understanding the scope of this position and is not an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of this position.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
Implement targeted, evidence-based reading interventions for elementary school students, including individual and small group instruction.
Assess students' reading levels and identify specific areas of need to tailor intervention strategies effectively.
Monitor and document students' progress, adjusting instructional methods and materials as needed to ensure continuous improvement.
Collaborate with classroom teachers, special education staff, and other support personnel to ensure cohesive, school-wide literacy initiatives.
Provide additional support and strategies to classroom teachers for differentiating instruction to meet the needs of all students.
Communicate regularly with parents and guardians regarding student progress and strategies for at-home support.
Participate in professional development opportunities to stay informed about the latest research and best practices in literacy instruction and intervention.
Support the school's overall mission and participate in school-wide events and initiatives as appropriate.
QUALIFICATIONS AND EXPECTATIONS:
Bachelor's degree in Education, Reading, Special Education, or a related field (Master's degree preferred).
Valid Massachusetts DESE teaching certification in Elementary Education (Grades 1-6).
Massachusetts Department of Elementary and Secondary Education (DESE) certification as a Reading Specialist, or in progress (preferred).
SEI Endorsement (Sheltered English Immersion) required for all Massachusetts educators working with English language learners. Candidates without SEI Endorsement must be willing to obtain the endorsement within a designated period upon hire.
Prior experience in teaching reading, with a focus on intervention and differentiated instruction (preferred).
Experience working with elementary-aged students in diverse classroom settings, including those with varied learning needs.
Familiarity with assessment tools such as DIBELS, Fountas and Pinnell, or similar reading assessments.
Strong knowledge of literacy development and effective reading instruction strategies for elementary students.
Expertise in implementing targeted interventions for students at various reading levels, including struggling readers and English language learners.
Ability to assess and analyze student data to inform instructional practices.
Excellent communication and interpersonal skills to work collaboratively with students, families, and colleagues.
Strong organizational skills, with the ability to manage multiple priorities and tasks.
Knowledge of Massachusetts state educational standards and DESE guidelines.
Dedication to fostering an inclusive and supportive learning environment for all students.
ADDITIONAL REQUIREMENTS:
Background check and fingerprinting as required by Massachusetts state regulations.
Ability to work independently and as part of a team.
Must be able to lift, move, or assist students when necessary.
Completion of any required professional development or certifications as mandated by the District.
WORK ENVIRONMENT:
The work environment is typically inside a school or classroom setting.
Noise levels may vary, but are generally moderate, with occasional higher noise levels due to student activities or group work.
Some travel between classrooms and school buildings may be required.
The role may require lifting, carrying, or moving educational materials or students, as well as the ability to monitor and engage in physical activities.
PHYSICAL DEMANDS:
Ability to stand for extended periods, lift (up to 50 lbs.), and perform repetitive motions.
Frequent bending, crouching, stooping, and stretching.
Standing or walking for the entirety of an 8-hour shift.
Must be able to work in a fast-paced environment requiring multitasking and attention to detail.
Important Note:
Applicants who are hired for this position and are found to have provided falsified or inaccurate information during the application process are subject to disciplinary action, up to and including termination of employment.
Compensation and Benefits:
Full-Time, Exempt Position with compensation based on the School Year's Instructional Salary Scale. The schedule for this role is based on the school year academic calendar. This is a 10-month position with compensation paid out over 12-months. AKFCS also provides a comprehensive benefits package which includes the following:
Massachusetts Teachers Retirement System (MTRS): Eligible
Medical/Dental/Vision
Life Insurance
403(b) & ROTH403(b) with Match
Dash Pass (DoorDash)
YMCA Discounts
Comprehensive Private Leave of Absence Program (PFML)
Sick Time with Sick Bank
Personal Days
Health Reimbursement Arrangement (HRA) & Flexible Spending Account (FSA)
Abby Kelley Foster Public Charter School is an affirmative action employer, ensuring that its programs and facilities are accessible to the public. We do not discriminate on the basis of age, race, gender, religion, disability, gender identity, sex, pregnancy or pregnancy-related medical conditions, national origin, homelessness, marital status, sexual orientation, or any other status or class protected by state or federal law.
Abby Kelley Foster Charter Public School Mission
The mission of the Abby Kelley Foster Charter Public School is to assist families in their role as primary educators of their students by providing a liberal arts education representative of diverse works and global perspectives and aimed at academic excellence, musical competence, and character formation.
Welcome to ATX Learning
OUR HISTORY
Located in Worcester, Massachusetts and founded in 1998, Abby Kelley Foster Charter Public School is named in honor of Abby Kelley Foster, a 19th century Worcester resident who was a leader in the abolitionist and women's rights movements.
Charter schools are independent public schools that operate under five-year charters granted by the Massachusetts Board of Elementary and Secondary Education and governed by a Board of Directors/Trustees. Abby Kelley has had its Charter renewed consistently, without conditions, since 2003. Currently, the school is in the second year of its most recent five-year Charter term.
Abby Kelley Foster Charter Public School is named in honor of Abby Kelley Foster, a 19th century Worcester resident who was a leader in the abolitionist and women's rights movements.
OUR MISSION
The mission of the Abby Kelley Foster Charter Public School is to assist parents in their role as primary educators of their children by providing a classical liberal arts education grounded in the great works of Western Civilization and aimed at academic excellence, musical competence and character formation.
In support of this mission Abby Kelley each month (September -June) emphasizes a Character Virtue all students are encouraged to keep in mind in their day to day lives. The Abby Kelley Character Virtues are; Responsibility, Truth, Citizenship, Fairness, Respect, True Friendship, Kindness, Perseverance, Self Discipline and Courage.
OUR PARENTS
Abby Kelley views parents as the primary educators of their children and encourages them to actively participate in our school's community. To foster positive parental relationships, Abby Kelley offers frequent information sessions and encourages participation through parent/teacher groups, classroom volunteer opportunities and other school activities. Abby Kelley faculty develops positive relationships and communication with parents, as strong parent communication ensures progress toward academic and behavioral standards.
OUR STUDENTS
Abby Kelley is a K-12 district with 1,424 and 250 staff. The AKFCS students body is reflective of the diverse population in Worcester as 92% of our students are Worcester residents. Our students body is 86% BiPOC with 55% identifying as African American, 22% identifying as Hispanic, 14% identifying as White and 8.7% identifying as other ethnicities. At AKFCS 71% of our students are High Needs and 18% are English Language Learners (ELL).
Currently, in our eleventh year of offering the International Baccalaureate Diploma Programme (IB) for our High School students, the IB Programme develops inquiring, knowledgeable, and caring young people who help to create a better world through intercultural understanding and respect. The Programme encourages students across the world to become active, compassionate, and lifelong learners.
Students have the opportunity to participate in extracurricular activities, team sports, clubs, and musical activities ranging from electives to full orchestra.
Abby Kelley's graduation rate is consistently at or above 96% and since 2019 the High School has consistently been ranked among the top 10% in the nation by U.S. News & World Report.
Job Title: Elementary School Reading Intervention Teacher
Grade: Elementary Level
Location: Elementary School
Reports To: Building Principal
Subordinates: None
Position Type: Full-Time, Exempt, Academic Calendar Year Schedule
School Year: 2026-2027
Salary: School Year Instructional Salary Scale
POSITION SUMMARY:
The Reading Intervention Teacher will work with elementary students to improve reading proficiency and support their academic growth. The ideal candidate will be committed to using research-based strategies to help students who are struggling with reading, ensuring that they are equipped with the necessary skills to succeed in their education.
This job description is intended to convey information essential to understanding the scope of this position and is not an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of this position.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
Implement targeted, evidence-based reading interventions for elementary school students, including individual and small group instruction.
Assess students' reading levels and identify specific areas of need to tailor intervention strategies effectively.
Monitor and document students' progress, adjusting instructional methods and materials as needed to ensure continuous improvement.
Collaborate with classroom teachers, special education staff, and other support personnel to ensure cohesive, school-wide literacy initiatives.
Provide additional support and strategies to classroom teachers for differentiating instruction to meet the needs of all students.
Communicate regularly with parents and guardians regarding student progress and strategies for at-home support.
Participate in professional development opportunities to stay informed about the latest research and best practices in literacy instruction and intervention.
Support the school's overall mission and participate in school-wide events and initiatives as appropriate.
QUALIFICATIONS AND EXPECTATIONS:
Bachelor's degree in Education, Reading, Special Education, or a related field (Master's degree preferred).
Valid Massachusetts DESE teaching certification in Elementary Education (Grades 1-6).
Massachusetts Department of Elementary and Secondary Education (DESE) certification as a Reading Specialist, or in progress (preferred).
SEI Endorsement (Sheltered English Immersion) required for all Massachusetts educators working with English language learners. Candidates without SEI Endorsement must be willing to obtain the endorsement within a designated period upon hire.
Prior experience in teaching reading, with a focus on intervention and differentiated instruction (preferred).
Experience working with elementary-aged students in diverse classroom settings, including those with varied learning needs.
Familiarity with assessment tools such as DIBELS, Fountas and Pinnell, or similar reading assessments.
Strong knowledge of literacy development and effective reading instruction strategies for elementary students.
Expertise in implementing targeted interventions for students at various reading levels, including struggling readers and English language learners.
Ability to assess and analyze student data to inform instructional practices.
Excellent communication and interpersonal skills to work collaboratively with students, families, and colleagues.
Strong organizational skills, with the ability to manage multiple priorities and tasks.
Knowledge of Massachusetts state educational standards and DESE guidelines.
Dedication to fostering an inclusive and supportive learning environment for all students.
ADDITIONAL REQUIREMENTS:
Background check and fingerprinting as required by Massachusetts state regulations.
Ability to work independently and as part of a team.
Must be able to lift, move, or assist students when necessary.
Completion of any required professional development or certifications as mandated by the District.
WORK ENVIRONMENT:
The work environment is typically inside a school or classroom setting.
Noise levels may vary, but are generally moderate, with occasional higher noise levels due to student activities or group work.
Some travel between classrooms and school buildings may be required.
The role may require lifting, carrying, or moving educational materials or students, as well as the ability to monitor and engage in physical activities.
PHYSICAL DEMANDS:
Ability to stand for extended periods, lift (up to 50 lbs.), and perform repetitive motions.
Frequent bending, crouching, stooping, and stretching.
Standing or walking for the entirety of an 8-hour shift.
Must be able to work in a fast-paced environment requiring multitasking and attention to detail.
Important Note:
Applicants who are hired for this position and are found to have provided falsified or inaccurate information during the application process are subject to disciplinary action, up to and including termination of employment.
Compensation and Benefits:
Full-Time, Exempt Position with compensation based on the School Year's Instructional Salary Scale. The schedule for this role is based on the school year academic calendar. This is a 10-month position with compensation paid out over 12-months. AKFCS also provides a comprehensive benefits package which includes the following:
Massachusetts Teachers Retirement System (MTRS): Eligible
Medical/Dental/Vision
Life Insurance
403(b) & ROTH403(b) with Match
Dash Pass (DoorDash)
YMCA Discounts
Comprehensive Private Leave of Absence Program (PFML)
Sick Time with Sick Bank
Personal Days
Health Reimbursement Arrangement (HRA) & Flexible Spending Account (FSA)
Abby Kelley Foster Public Charter School is an affirmative action employer, ensuring that its programs and facilities are accessible to the public. We do not discriminate on the basis of age, race, gender, religion, disability, gender identity, sex, pregnancy or pregnancy-related medical conditions, national origin, homelessness, marital status, sexual orientation, or any other status or class protected by state or federal law.
Abby Kelley Foster Charter Public School Mission
The mission of the Abby Kelley Foster Charter Public School is to assist families in their role as primary educators of their students by providing a liberal arts education representative of diverse works and global perspectives and aimed at academic excellence, musical competence, and character formation.
Welcome to ATX Learning
OUR HISTORY
Located in Worcester, Massachusetts and founded in 1998, Abby Kelley Foster Charter Public School is named in honor of Abby Kelley Foster, a 19th century Worcester resident who was a leader in the abolitionist and women's rights movements.
Charter schools are independent public schools that operate under five-year charters granted by the Massachusetts Board of Elementary and Secondary Education and governed by a Board of Directors/Trustees. Abby Kelley has had its Charter renewed consistently, without conditions, since 2003. Currently, the school is in the second year of its most recent five-year Charter term.
Abby Kelley Foster Charter Public School is named in honor of Abby Kelley Foster, a 19th century Worcester resident who was a leader in the abolitionist and women's rights movements.
OUR MISSION
The mission of the Abby Kelley Foster Charter Public School is to assist parents in their role as primary educators of their children by providing a classical liberal arts education grounded in the great works of Western Civilization and aimed at academic excellence, musical competence and character formation.
In support of this mission Abby Kelley each month (September -June) emphasizes a Character Virtue all students are encouraged to keep in mind in their day to day lives. The Abby Kelley Character Virtues are; Responsibility, Truth, Citizenship, Fairness, Respect, True Friendship, Kindness, Perseverance, Self Discipline and Courage.
OUR PARENTS
Abby Kelley views parents as the primary educators of their children and encourages them to actively participate in our school's community. To foster positive parental relationships, Abby Kelley offers frequent information sessions and encourages participation through parent/teacher groups, classroom volunteer opportunities and other school activities. Abby Kelley faculty develops positive relationships and communication with parents, as strong parent communication ensures progress toward academic and behavioral standards.
OUR STUDENTS
Abby Kelley is a K-12 district with 1,424 and 250 staff. The AKFCS students body is reflective of the diverse population in Worcester as 92% of our students are Worcester residents. Our students body is 86% BiPOC with 55% identifying as African American, 22% identifying as Hispanic, 14% identifying as White and 8.7% identifying as other ethnicities. At AKFCS 71% of our students are High Needs and 18% are English Language Learners (ELL).
Currently, in our eleventh year of offering the International Baccalaureate Diploma Programme (IB) for our High School students, the IB Programme develops inquiring, knowledgeable, and caring young people who help to create a better world through intercultural understanding and respect. The Programme encourages students across the world to become active, compassionate, and lifelong learners.
Students have the opportunity to participate in extracurricular activities, team sports, clubs, and musical activities ranging from electives to full orchestra.
Abby Kelley's graduation rate is consistently at or above 96% and since 2019 the High School has consistently been ranked among the top 10% in the nation by U.S. News & World Report.
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