P-2 Structured Literacy Interventionist (CDS and ACES))

P-2 Structured Literacy Interventionist (CDS and ACES) The South Shore Regional Centre for Education (SSRCE) practices the culturally responsive pedagogy approach in providing an inclusive, diverse, equitable, safe and healthy education that supports learning and success both personally and academically to the 59,000 residents of Lunenburg and Queens Counties, an area of 5,250 square kilometres and a total of 23 schools. Regional Centres for Education have Employment Equity Policies and/or processes and we actively encourage applications from under‑represented groups, particularly people of African Nova Scotian, African Canadian and African ancestry and Mi’kmaw/Indigenous ancestry. Please ensure you complete the self‑identification portion on the position application. Requsition#: 91720 Position: Early Literacy Interventionist P-2 ACES and CDS Reports to: Coordinator of Literacy Employee group: NSTU Subject Area(s): Literacy Location: SSRCE Status: 100% Permanent Start/End Dates: Effective August 1, 2026 Deadline to Apply: June 16, 2026 at 11:59pm AST QUALIFICATIONS A valid Nova Scotia Teaching Certificate. Minimum five (5) years recent, successful classroom teaching experience in literacy instruction, elementary level. Demonstrated leadership with literacy initiatives at the classroom, school, board, and/or provincial level(s). Deep knowledge of the elementary literacy curriculum in relation to the Six Pillars of Effective Reading Instruction and Phonics Instruction, P-2. Positive experience working with Collaborative Learning Teams and Teaching Support Teams in the use of student data and responding in short cycle plans and instruction. Master’s Degree/Certificate/Diploma in Literacy completed or in progress, or demonstrated equivalent literacy experience would be an asset. Master’s Degree in Leadership, Assessment, Curriculum, or Inclusive Ed. would be an asset. Bilingual with the ability to support students in a French Second Language environment would be considered an asset. REQUIRED KNOWLEDGE, SKILLS, AND UNDERSTANDINGS The current ELA curriculum, P-2. Effective strategies for intervention and instruction based on current research. Knowledge of how students learn to read and write. Strong interpersonal skills. Strategies for supporting students to become self‑monitoring and self‑extending learners. Strong oral and written communication skills. Strong planning and organizational skills, particularly with use of assessment to guide planning. Strategies for developing and maintaining positive relationships built on trust, and collaboration to enhance planning, problem solving, risk taking, and decision making. Time management strategies to gain the maximum benefits from reading intervention. Strategies to interpret and respond to the changing contexts they experience from school to school, from student to student, and from one time to another. Awareness of and participation in a range of professional learning opportunities. Analyze problems and formulate recommendations that result in improved student learning and achievement. Strategies for monitoring, assessing, evaluating, and reporting on progress and success of intervention. Use of technology and the ability to integrate digital assets into the learning environment if required. Use of data to improve student learning and achievement. RESPONSIBILITIES Provide explicit, systematic instruction, including intensive phonics and phonemic awareness, to students from primary through grade two who are identified as needing extra support with foundational reading skills. The Tier 2 interventionist will use a structured literacy approach and recommended resources to address the needs of students within the MTSS framework. Provide small group intervention to students within the framework established by the Nova Scotia Department of Education and Early Childhood Development (EECD). Administer literacy screeners/assessments on P-2 students. Collaborate with classroom teachers and school‑based administrators to identify students requiring intervention and support school-based TSTs and CLTs. Implement strategies, activities, and techniques for promoting student learning based on each student’s prior knowledge, skills, and learning needs. Work in classrooms with students and classroom teachers to support literacy development and the explicit transfer of skills and strategies in accordance with best practices for learning literacy. Use assessment to determine next steps. Attend meetings and ongoing professional learning training provided for early literacy interventionalists. Provide professional learner as part of a regional team. Monitor, assess, evaluate, and report on the impact of early literacy intervention initiatives. Maintain and submit records as outlined by the SSRCE and EECD. Be a positive promoter for equity and that all students can learn. SECURITY CHECKS The South Shore Regional Centre for Education requires that all newly hired employees provide a satisfactory Child Abuse Register Check and Criminal Record / Vulnerable Sector Checks. If you have current checks that are less than 3 months old you can attach these checks to your application. Only shortlisted applicants will be contacted. We thank you for your interest in the posted vacancy. #J-18808-Ljbffr Province of Nova Scotia Regional Centres for Education