Long-Term Substitute Reading Interventionist (Sep-Oct 2025) - Talbot Community School na Portland Public Schools

POSITION OVERVIEW: Long-Term Substitute Reading Interventionist (Sep-Oct 2025) – Talbot Community School

Portland Public Schools is seeking a Long-Term Substitute Reading Interventionist at Talbot Community School for September and October 2025. The Elementary Reading Interventionist plays a pivotal role in shaping the literacy foundation of our students. This specialist will be instrumental in providing targeted reading instruction, overseeing reading intervention programs, analyzing data and using progress monitoring tools. A key component of this role is communicating and collaborating with classroom teachers sharing literacy goals, progress monitoring updates and celebrating progress.  
 

ESSENTIAL RESPONSIBILITIES:

+ Individualized and Small Group Instruction

• Build meaningful relationships with students, fostering a positive and supportive learning environment, and addressing individual student needs
• Deliver direct, explicit reading instruction to students identified as needing additional support in literacy
• Implement and oversee research-based reading intervention curriculum, and tailor to student needs, with a strong emphasis on the principles of the Science of Reading

• Administer diagnostic assessments to identify students' specific areas of difficulty and to determine their current reading proficiency levels
• Regularly monitor and evaluate the reading performance of students, utilizing data to inform instruction and intervention decisions
• Collect and analyze data regularly to inform instructional decision-making and track student progress
• Share trends with school leaders to inform Tier 1 instruction, if appropriate

• Work with a diverse group of learners, including multilingual students and students with special needs, including dyslexia
• Communicate and collaborate with classroom teachers sharing literacy goals, progress monitoring updates and celebrating progress
• Ensure instruction is culturally responsive and meets the needs of all learners

• Participate in professional development opportunities to stay informed about best practices in reading instruction, assessment, and intervention strategies
• Continually seek out and welcome additional learning, feedback from colleagues including the school’s Instructional Coach, and regularly reflect on own practice.

• Communicate regularly with parents or guardians to update them on their child's progress, discuss strategies for support at home, and provide resources for additional practice
• Have an asset approach when working with families

KNOWLEDGE, SKILLS, AND ABILITIES:

+ Equity

• Strong equity orientation and an openness to personal reflection on deepening awareness of personal bias and being culturally responsive
• Demonstrated conviction around having high expectations for all students, and an asset-based approach
• Conviction that all students can read effectively given the right instruction, and a passion to do so
• Demonstrated results with teaching multilingual learners and students with disabilities, including dyslexia

+ Content Knowledge

• Extensive experience in implementing research-based reading curriculum such as Orton Gillingham or other Science of Reading-based
• Expertise in formative, benchmark/interim and summative reading assessment and instruction
• Deep understanding of the Science of Reading
• Understanding of the intersection of language development and the process of learning to read

+ Relationship Building

• Great relationship builder
• Demonstrated ability to build trust with teachers and administrators
• A great teammate
• Someone who lifts people up rather than bringing them down
• Someone who has a “go-getter” attitude about work. Excellent oral and written communication skills  

EDUCATION, TRAINING, AND EXPERIENCE

• Bachelor's degree in an applicable field of education from an accredited college or university
• Successful track record as a teacher
• [Preferred] Master’s degree
• [Preferred] Training and experience in Orton Gillingham reading instruction or other research-based reading intervention program
• [Preferred] Experience using Early Bird and/or mClass/DIBELS, or other Science of Reading-based assessments
• [Preferred] Experience teaching reading to multilingual learners and/or students with disabilities

CREDENTIAL REQUIREMENTS

• Currently holds or is eligible for a valid teacher certification
• [Preferred] Maine State Teacher Certificate with 092 Endorsement (Literacy Specialist) OR experience successfully implementing a research-based reading program

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Portland Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws.