Reading Program Coordinator, Alpha - $120,000/year USD

$120,000 annual salary paid weekly, health/dental/vision coverage effective from day one Full‑time on‑site position at a single Alpha campus: Beverly Hills, La Jolla (San Diego), Lake Forest (Orange County), Palo Alto, Piedmont, San Francisco, Santa Barbara, SantaMonica, or South Bay (LA), CA; Greenwich, CT; Boca Raton or Miami Beach, FL; Chicago, IL; Boston, MA; Charlotte, NC; or NewYork City, NY (relocation assistance available) 40‑hour work week, entirely classroom‑based with K‑2 learners Your structured‑literacy credential — whether Orton‑Gillingham, LETRS, Wilson, IMSE, or a Master’s in reading instruction — has opened doors to every K‑2 reading position you’ve pursued. At Alpha, that credential marks your entry point. If that difference resonates with you, continue reading. Alpha has dismantled conventional instruction models. Students advance through academic content independently using AI‑adaptive applications. There are no lectures, textbooks, or pacing calendars. Your position represents the irreplaceable human element. You create 20‑minute small‑group workshops using real‑time application data; sessions are deliberately brief because targeted instruction outperforms duration. You also lead motivation sessions designed to drive 100% of students toward their weekly app targets through Alpha’s motivational framework (campus currency, leaderboards, developmentally appropriate gamification). When you identify a student’s miscue during a session, you isolate the phonemic deficit and redesign the next workshop by day’s end. This is the expected standard. Families enrolling at these campuses have selected Alpha for measurable results, not simply enrollment. Parents review weekly data tracking their child’s reading development, and they arrive with questions. You will field specific inquiries about individual student progress, and vague reassurances will not suffice. You must reference the running record, identify the phonemic gap, and articulate your instructional response. This level of accountability should energize rather than burden you. Your initial months center on establishing credibility. Workshops must be engaging, appropriately leveled, and demonstrably effective; student satisfaction and "love your Guide" survey results (target 90%+) provide direct measurement. Once you establish your effectiveness, your influence expands beyond your classroom: successful strategies with your students inform the approach other Alpha campuses implement, and your diagnostic precision influences reading instruction as Alpha scales. Your contributions extend well beyond your immediate environment. Prior to hiring, you will submit a brief video recording where you tell an engaging story for young children, and you will complete a full day on campus working directly with K‑2 students. Low energy with children disqualifies candidates regardless of credential strength. Apply today. What You Will Be Doing Creating small‑group K‑2 reading workshops derived from live adaptive‑app data, anchored in structured‑literacy approaches (Orton‑Gillingham, Wilson, LETRS, IMSE, or comparable methods) Conducting daily motivation sessions that ensure 100% of students reach their weekly app targets using Alpha’s motivational system (campus currency, leaderboards, age‑appropriate gamification) Analyzing AI‑generated performance metrics (fluency trajectories, decoding precision, comprehension indicators) to modify instruction in real time, not solely during planning periods Conducting running records, fluency probes, and decoding assessments to generate measurable progress visible in weekly campus data reviews Serving as the engaging, high‑energy adult your K‑2 students anticipate seeing daily What You Won’t Be Doing Implementing a published reading curriculum, scripted program, or district pacing guide; you develop lessons directly from student performance data Delivering lectures to whole classrooms; all instruction occurs in small, targeted groups while students engage with academic content through adaptive applications Serving as a reading consultant, instructional coach, or district‑level specialist; you work in the classroom with students every day Managing a conventional classroom schedule: subject‑by‑subject lectures, homework correction, test preparation. Your scheduled blocks consist of workshops, motivation sessions, and data‑informed small groups Drafting IEPs, 504 plans, or formal diagnostic evaluations; student progress is documented in app data and your running records, not special‑education compliance paperwork Reading Program Coordinator Key Responsibilities Generate quantifiable K‑2 reading advancement across phonics, fluency, and comprehension within a campus culture where outcomes undergo weekly review. Basic Requirements Structured‑literacy certification (Orton‑Gillingham, LETRS, Wilson Reading System, IMSE, CERI, Neuhaus, UFLI, or equivalent) OR Master’s degree in reading instruction Bachelor’s degree in any discipline, plus 2+ years of full‑time K‑2 structured reading instruction in a school or clinical environment within the past 5 years, utilizing systematic phonics or structured literacy Proven capacity to develop original reading lessons and clearly explain your instructional content and methodology without depending on a published program Commitment to work in person full‑time at one Alpha campus: Beverly Hills, La Jolla (San Diego), Lake Forest (Orange County), Palo Alto, Piedmont, San Francisco, Santa Barbara, SantaMonica, or South Bay (LA), CA; Greenwich, CT; Boca Raton or Miami Beach, FL; Chicago, IL; Boston, MA; Charlotte, NC; or NewYork City, NY (relocation assistance available) Commitment to instruct all K‑2 students (not exclusively struggling readers) and incorporate AI and adaptive‑learning technologies into daily instruction as these tools develop Legal authorization to work in the U.S. without requiring visa sponsorship Nice‑to‑have Requirements Practical experience with AI‑powered or adaptive reading platforms (e.g., Amira, Lexia, i‑Ready, Reading Plus) for instructional planning or student data interpretation Documented reading outcomes (fluency gains in WCPM, accuracy improvements, decoding level progression) you can specify with quantitative data Familiarity with diagnostic reading assessments (DRA, DIBELS, AIMSweb) for establishing differentiated instructional groups Experience in high‑accountability educational settings (independent schools, elite charter networks, premium tutoring environments with outcome‑focused families) Background in performance, youth sports coaching, or other contexts requiring engagement of K‑2 audiences beyond traditional reading instruction #J-18808-Ljbffr