Reading Interventionist

The Opportunity The Diocese of Bridgeport Catholic Schools seeks a skilled literacy educator to serve as a Reading Interventionist with the Gillis Literacy Center at St. Raphael Academy, supporting students in PreK through Grade 3. The Gillis Literacy Center is a five-year initiative designed to strengthen literacy instruction and student achievement across five pilot schools: Kolbe Cathedral Preparatory School and the four Catholic Academy of Bridgeport campuses. The initiative brings together evidence-based instruction, professional learning, targeted intervention, data-driven decision-making, and dedicated literacy centers to build a sustainable PreK-12 approach to reading and writing. The Reading Interventionist will provide targeted support to students who require additional literacy instruction beyond the core classroom program. Working closely with the Elementary Literacy Coach, classroom teachers, and school leaders, the Interventionist will assess student needs, provide evidence-based individual and small-group instruction, monitor progress, and adjust interventions based on student response. This is a student-centered instructional role requiring strong knowledge of early literacy development, assessment, intervention, and progress monitoring. Position Scope The Reading Interventionist has five central responsibilities: Identify students requiring targeted literacy intervention through assessment and data analysis. Provide evidence-based individual and small-group reading intervention. Monitor student progress and adjust instruction based on ongoing data. Collaborate with classroom teachers and literacy coaches to align intervention with core instruction. Maintain accurate student records and communicate progress to teachers, administrators, and families. The role requires an educator who understands how young children learn to read, can diagnose specific areas of difficulty, and can deliver precise, responsive instruction that accelerates student growth. Key Responsibilities Student Assessment and Intervention Planning Conduct literacy screenings, diagnostic assessments, and other appropriate measures to identify student strengths and areas of need. Analyze student performance data to identify specific reading difficulties and instructional priorities. Develop targeted intervention plans based on individual student needs. Select evidence-based strategies, programs, and instructional approaches appropriate to identified areas of difficulty. Collaborate with literacy coaches and classroom teachers to determine appropriate intervention goals and supports. Participate in student support, data, and instructional planning meetings as appropriate. Direct Literacy Intervention Provide targeted literacy instruction to students individually and in small groups. Deliver explicit, systematic, evidence-based instruction aligned with student needs. Provide instruction in foundational reading skills, including phonological and phonemic awareness, phonics, decoding, fluency, vocabulary, and comprehension as appropriate. Use approved intervention programs and instructional materials with fidelity. Differentiate instruction based on student skill level, response to intervention, and progress. Establish a structured and supportive instructional environment that promotes student engagement, confidence, and growth. Progress Monitoring and Continuous Improvement Regularly assess student progress using appropriate progress-monitoring measures. Analyze student response to intervention and adjust instructional strategies, intensity, grouping, or duration as needed. Maintain accurate records of intervention services, student performance, and instructional adjustments. Identify students who are not making expected progress and collaborate with the literacy coach and school team regarding next steps. Use quantitative and qualitative evidence to evaluate the effectiveness of intervention. Support implementation of the school’s MTSS or SRBI framework for literacy. Collaboration and Instructional Alignment Work closely with literacy coaches to coordinate student intervention and strengthen instructional alignment. Collaborate with classroom teachers to ensure intervention complements and reinforces core literacy instruction. Coordinate with administrators, special education staff, and other student-support personnel as appropriate. Share relevant student performance information with teachers to support classroom instruction. Participate in collaborative planning and student data discussions. Maintain consistent communication regarding student progress, instructional needs, and intervention priorities. Family Communication and Student Support Provide clear and appropriate updates regarding student progress to teachers, administrators, and families. Support effective communication with families regarding literacy development and intervention goals. Maintain confidentiality and appropriate student documentation. Help families understand student progress and ways they can reinforce literacy development when appropriate. Professional Learning and Program Collaboration Participate fully in Gillis Literacy Center and school-based professional development. Maintain current knowledge of evidence-based literacy intervention, assessment, and instructional practices. Collaborate with other Gillis Literacy Center instructional staff as appropriate. Apply professional learning and research-based practices to direct student intervention. Maintain records and provide information needed to assess program implementation and student outcomes. Contribute to a collaborative professional culture focused on student growth and continuous improvement. Candidate Profile The successful candidate will be a skilled literacy educator with demonstrated ability to identify reading difficulties and provide effective targeted intervention to young learners. This individual will bring: Strong knowledge of early literacy development and foundational reading skills. The ability to translate assessment data into precise instructional decisions. Experience providing targeted support to students with varied literacy needs. Strong communication and collaboration skills. Patience, adaptability, and sound instructional judgment. Strong organizational skills and attention to student documentation and progress monitoring. A commitment to evidence-based instruction and continuous improvement. A commitment to the academic, moral, and faith-based mission of the Diocese of Bridgeport Catholic Schools. Required Qualifications Bachelor’s degree in Education, Reading, Literacy, or a related field. Experience working directly with elementary students in reading instruction or intervention. Knowledge of literacy development and evidence-based reading instruction. Knowledge of foundational reading skills and developmental reading acquisition. Experience administering or using literacy screening, diagnostic, or progress-monitoring assessments. Familiarity with evidence-based reading intervention programs and strategies. Ability to analyze student data and use findings to guide instruction. Strong communication, collaboration, and interpersonal skills. Experience working with diverse student populations. Strong organizational skills and ability to manage student records, instructional groups, and multiple priorities. Preferred Qualifications Classroom teaching, reading intervention, special education, or reading specialist experience in the primary grades. Training or experience in the Science of Reading or structured literacy. Experience providing intensive intervention to students with significant reading difficulties. Experience working within an MTSS or SRBI framework. Familiarity with literacy assessment and progress-monitoring platforms used by the Gillis Literacy Center. Connecticut teaching, reading, or literacy-related certification. Experience working in Catholic, faith-based, urban, or mission-driven schools. #J-18808-Ljbffr Bridgeport Diocese