Boston Public Schools seeks a Reading Intervention Coordinator - Excellence for All Initiative

Reports to: Director of Excellence for All, Opportunity & Achievement Gap
Location: Office of Opportunity & Achievement Gap (OAG)

Founded in 1647, Boston Public Schools (BPS) is the oldest public school district in the country. With approximately 57,000 students from over 114 different countries, nearly 9,000 employees (including 4,800 teachers) and an annual budget of $832 million, BPS is the largest school district in Massachusetts and one of the most diverse as well. Recognizing that the elimination of opportunity and achievement gaps is critical to Boston's vitality, OAG works to attack cultural and structural barriers and promote culturally sustaining practices for marginalized students so that they can fully engage in rigorous curriculum and pedagogy in all BPS schools.

POSITION OVERVIEW:
OAG seeks an experienced Reading Intervention Coordinator who will be responsible for developing, leading, and evaluating a school reading acceleration program, for students in grades 3-6 in Excellence For All (EFA) schools. The Coordinator will be responsible for helping EFA schools establish and monitor their acceleration programs by monitoring individual student performance. The person will be able to support teachers in creating groupings for interventions by helping schools in identify struggling readers, as well as those reading at or above grade level. The Coordinator, as an experienced interventionist and an acceleration expert, will be able to lead schools in establishing accelerations so that students will on average progress 3 grade levels in a year and students reading at or above grade level will continue to advance in their reading skills.

RESPONSIBILITIES:

• Support Schools in establishing a robust and coherent reading acceleration program
• Train teachers, paraprofessionals, families in various reading program and strategies
• Train teachers effectively in providing reading instruction to students with disabilities and other often marginalized populations
• Serves as the primary resource in the area of reading for paraprofessionals, teachers, administrators, and potentially the family in EFA schools.
• Works cooperatively and collaboratively with other professionals in planning programs to meet the needs of diverse populations of learners.
• Monitor reading progress of students in EFA schools
• Lead teacher teams to make mid-course corrections or improvements to reading program if students are not progressing
• Work with school-based ELA coaches to incorporated reading instruction in ELA in elementary school and middle school.

QUALIFICATIONS-REQUIRED:

• Bachelor's Degree in Education in ELA and/or Reading
• Expertise in various elementary and middle school reading programs and strategies, including Reading Recovery, Wilson, Orton- Gillingham, etc..
• Keen understanding of the function of online reading acceleration platforms (e.g. Lexia, Imagine Learning, etc..) and its role in reading acceleration.
• Previous teaching experience and proven ability to help struggling readers progress 1 to 3 grade levels in a year.
• Ability to coordinate the district-level programs
• A commitment to Equity
• An unmovable conviction that our most marginalized students in Boston Public Schools can and will achieve
• A spirit of inquiry and reflection
• Able to accept critical feedback

QUALIFICATIONS-PREFERRED:

• Masters Degree with concentration in reading education
• Experience with the use of school assessment data to inform decision-making;
• A minimum of 24 graduate semester hours in reading and language arts and related courses
• An additional 6-semester hours of supervised practicum experience.

TERMS: Managerial, Tier C. This position is subject to the City of Boston residency requirement.

Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.