Reading Specialist 5-6

Position Type: Student Support‑Licensed Professional Areas/ Reading Specialist Date Posted: 6/22/2026 Location: Westchester Intermediate School Date Available: 2026-27 School Year Closing Date: When filled Starting salary for new teachers 2026-27: $59,000 annually

SUMMARY OF POSITION

The role of the Reading Specialist is to work directly with students and staff to primarily support the acquisition of prioritized reading skills in phonemic awareness, phonics, vocabulary, fluency, and comprehension. Additionally, the specialist will support other areas, including writing, listening, speaking, and math, as they relate to content integration. Reading Specialists play an integral role in our building-level MTSS teams and collaborate regularly with classroom teachers.

MINIMUM QUALIFICATIONS

Valid teaching license plus five years of classroom experience. Advanced coursework in literacy instruction, curriculum and instruction, and/or educational technology. Proven leadership and facilitation skills. Ability to disaggregate, interpret, and analyze assessment data. Communicate effectively with administrators, principals, teachers, and parents both orally and in writing.

GOALS OF THE READING SPECIALIST

Ensure that student achievement data is used to drive classroom and school decisions. Help all students develop proficient reading skills that will contribute to their academic growth. Provide a continuum of support to ensure students meet grade‑level expectations. Expand teachers’ use of a variety of resources to improve instruction for all learners.

DUTIES AND RESPONSIBILITIES

Plan, teach, and evaluate instruction for students having difficulty with ELA and/or math. Implement appropriate student interventions, including push‑in, pull‑out, and tutoring interventions for students. Assist in coordinating and leading intervention with support instructional aides. Develop an understanding of dyslexia and the requirements as laid out in IC 20‑35.5 et. seq., as created by SEA 217 (2018), also known as the "dyslexia law". Maintain records and operate guidelines related to dyslexia, including analyzing results, monitoring compliance in screening, facilitating notification meetings, administering additional diagnostic screenings, implementing targeted dyslexia intervention, and serving as a resource on dyslexia within the building. Support classroom teachers' use of the diagnostic assessment system as a technical and pedagogical resource; train new staff on its use. Assist teachers and other administrators and/or supervisors in implementing the school reading program. Collect, compile, and submit reports on pre/post achievement data, as well as school benchmark data, for all students participating in remediation intervention activities through the district MTSS platform. Work with the classroom teacher and district personnel to coordinate reading and/or math instruction designed to meet the individual needs of students. Work with the classroom teacher to monitor student progress and coach them in documenting data toward goals as appropriate. Help teachers identify reading strengths and weaknesses and match these skills with appropriate techniques and materials. Consult with curriculum committees studying such topics as curricular materials, vocabulary development, concept development, supplementary materials, and the development of study skills. Coordinate and lead MTSS/RtI data team meetings. Attend professional learning to deepen content and pedagogical knowledge. Participate in ongoing data analysis, inquiry, and collaboration around intervention, coaching, and facilitation with colleagues and central support staff. Assist in strengthening family and school ties by facilitating opportunities for parents to increase their understanding and knowledge of literacy skills and activities. Assist with the implementation and documentation of the Response to Intervention model. Have a working knowledge and understanding of the standards of pedagogy to best support teachers and to serve Multilingual Learners (previously referred to as English Language Learners). Work in collaboration with the District Teacher(s) of Record District for identified Multilingual Learners to understand the results of the WIDA assessment and provide support based on the results. The Reading Specialist will provide direct support for Tier III instruction, which may include students who are identified as Multilingual Learners, RtI students, or students with an IEP within and/or outside the classroom during intervention time, based on the area of needed intervention. The Reading Specialist may provide direct support for Tier I and Tier II small group instruction or intervention. Follow other directives from the building administrator and Director(s) of Teaching and Learning, and the Superintendent. In addition to the above, if a reading specialist is employed in a school identified as Title I, additional responsibilities include, but are not limited to, developing an understanding of and implementing the Indiana Department of Education Title I Guidelines including coordination and/or facilitation of Title I support staff, maintenance and distribution of required documentation, assistance in product selection or budget/grant, organization of family and community nights.

ABILITIES

Follow other directives from the building administrator and Director(s) of Teaching and Learning, and the Superintendent. Must hold a valid Indiana Elementary Teaching License with an Indiana Early Literacy Endorsement. Knowledge of and experience in curriculum development desired. Knowledge of and experience with an extensive variety of language arts and reading instructional methods and materials. Knowledge of Multi‑Tiered Systems of Support (RtI). Awareness of the varied ways in which children learn and the ways in which children grow physically and mentally. Effective organizational ability. Effective diagnostic and remedial instruction abilities. Effective working rapport with classroom teachers and Title I aides. Excellent communication skills. Deep understanding of evidence‑based reading research and assessment of student progress toward achievement of benchmarks, as documented in coursework. Demonstrate a desire to work cooperatively for purposes of curriculum and program integration. KNOWLEDGE, SKILLS, ABILITIES, AND PERSONAL CHARACTERISTICS Demonstrate interpersonal skills necessary to deal tactfully and effectively with persons at all levels in order to develop and maintain productive relationships. Ability to learn new skills quickly and assimilate into daily work. Ability to maintain a high level of confidentiality both inside and outside the corporation. Ability to work independently and in a team environment. Ability to multitask with attention to detail. Proficient operation of office equipment, including computer and job‑related software such as word processing, spreadsheet, presentation, sharing, and others. Practical knowledge and use of multimedia authoring programs, learning management systems, and emerging technologies. Practical knowledge of differentiated instruction, reading strategies, instructional design theories, and learning style theories. Perform time management and scheduling functions, meet deadlines, and set project priorities. Perform all other duties as assigned by immediate supervisors and district administrators.

QUALIFICATION REQUIREMENTS

To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE Must hold a valid Indiana Elementary Teaching License with a Reading Endorsement.

LANGUAGE SKILLS

Ability to read, analyze, and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write legibly or type reports, business correspondence, and procedure manuals. Possess excellent interpersonal skills and the ability to present information and respond to questions from groups of teachers, parents, children, and members of the general public.

REASONING ABILITY

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Must be capable of exercising good judgment in critical situations as it affects the school, community, and students. Must be responsible and willing to initiate action necessary to complete tasks as required. Must keep the building administrator informed of any injury or accident that occurs, and any health care issue that may affect the staff or students of the school.

SPECIAL REQUIREMENTS

Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate. The employee is protected from outside weather conditions. There are no environmental hazards indicated for this position. Equipment: This position is required to maintain a working knowledge of all instructional equipment. A basic knowledge of operations for computers and software, printers, projectors, smart boards, telephone systems, fax machines and copiers is required. Hours: The regular teacher day is eight (8) hours except on those days that teachers are involved in a meeting or plan session called by an administrator or team leader or teachers having a student/parent conference. 185 days per year. Physical Demands: While performing the duties of this job, the employee is regularly required to talk or hear. The employee frequently is required to stand, walk, sit, use hands to finger, handle, or feel objects, tools or controls, reach with hands and arms, and taste or smell. The employee must frequently lift or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

EEO STATEMENT

The Duneland School Corporation is committed to a policy of non‑discrimination and equal opportunity in all employment practices. Candidates will be screened, interviewed and employed based upon the successful candidate's qualifications, background, experience and needs of the Duneland School Corporation. Offers of employment are contingent upon the results of personal background checks. #J-18808-Ljbffr Duneland School Corporation