Elementary Reading Specialist

Position Type:
Specialized Schools /Programs/Teacher/Specialist

Date Posted:
7/2/2026

Location:
Towne Point Elementary School

Date Available:
August 2026

Closing Date:
until filled

District:
Capital School District
Description: Reading Specialist

T erms of Employment: 10 Month Employee - temporary if hired after contractual start date for teachers

Reports to: Building Principal

Salary: Current teacher salary schedule

Minimum Qualifications:

• Certified teacher. Classroom experience in teaching reading at the elementary level.
• Experience teaching reading to young students -- specialized expertise as a reading specialist preferred
• Reading Specialist Certification
• Teacher of Elementary Grades K-6 (required) or Special Education Grades
• Masters in Reading/Literacy
• Advanced training in evidence-based literacy practices (i.e., LETRS, Orton Gillingham, 95% Group, etc.) is required with a commitment to ongoing professional development and advanced specialization as a certified structured literacy specialist.
• Recent experience leading literacy professional development at the building and district level.

Position Summary:
The Elementary Reading Specialist plays a key leadership role in promoting literacy achievement through the design, implementation, and support of high-quality reading and writing instruction. This role includes providing targeted interventions for students, collaborating with teachers, and supporting the development of a coherent literacy framework aligned with evidence-based practices.

Essential Duties and Responsibilities:

• Demonstrates deep knowledge of the components of a structured, integrated, and comprehensive literacy program, including foundational skills, fluency, vocabulary, comprehension, and writing.
• Applies a conceptual framework for literacy development grounded in the science of reading and developmental stages of reading and writing.
• Leads implementation of evidence-based instructional practices, aligned with state standards and research in literacy instruction.
• Supports the use of structured literacy approaches for students with dyslexia and other reading difficulties.
• Administer reading screenings and diagnostics; generate written reports based upon assessment results
• Utilizes a variety of formative and summative assessment tools to diagnose and monitor student literacy progress (e.g., screeners, running records, phonics inventories, comprehension assessments).
• Analyzes school-wide literacy data to identify trends, guide instructional decisions, and monitor effectiveness of interventions.
• Collaborates with grade-level teams and leadership to develop and refine intervention plans based on multiple data sources.
• Provides targeted, evidence-based reading interventions for students in need of additional support (Tier 2 and Tier 3), including students served by Title I, MLL, or Special Education programs.
• Collaborates with interventionists, special educators, and general education teachers to ensure alignment of supports across tiers.
• Assists with documentation and monitoring for students referred for additional support, including IEP evaluations and ongoing MTSS processes.
• Serves as a support to classroom teachers, facilitating reflection and growth in instructional practice.
• Provides job-embedded professional development related to literacy instruction, intervention strategies, differentiated instruction, and the use of formative assessment.
• Supports co-planning, facilitation of and participation in Professional Learning Communities (PLCs) focused on student literacy outcomes.
• Facilitates professional book studies and inquiry cycles to promote continuous learning and shared knowledge among staff.
• Organizes and facilitates literacy-focused family events, such as Reading and Literature Nights, to strengthen school-home partnerships.
• Communicates regularly with families regarding student progress in reading and strategies to support literacy development at home.
• Provides resources and guidance to families to support reading at home across developmental stages.
• Collaborates with the school's reading team, instructional leadership team, and district-level personnel to align literacy initiatives with school improvement goals.
• Assists in the selection, organization, and use of instructional materials and resources for literacy instruction and intervention
• Contributes to the development of a coherent, vertically aligned literacy curriculum across grade levels.
• Works closely with instructional coaches and reading team to plan and monitor the school improvement process, to support professional development/training, to collect and analyze student assessment data, and to provide professional materials and resources for staff.

Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential duties and responsibilities of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to use hand and /or fingers to handle or feel; reach with hands and arms; talk or hear; and taste or smell. The employee frequently is required to stand, walk and sit. The employee must occasionally lift an/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.

Standard Requirements:

• Favorable Criminal Background Check and Child Abuse Registry Check for the candidate who is offered employment
• Tuberculin Test and physical
• Mandatory Direct Deposit of paycheck

Application Procedures

Interested candidates who meet the minimum qualifications may apply by completing an employment application no later than 11:59 PM on the closing date indicated above. A cover letter, resume and three letters of reference, dated within the last year, are required. Please note that incomplete application packages will not be considered.

Applicants needing special accommodations in the application process of the vacancy announcement may contact the Human Resources office at View phone number on click.appcast.io.

The Capital School District is an equal opportunity employer and does not discriminate on the basis of race, color, creed, religion, gender (including pregnancy, childbirth and related medical conditions), national origin, citizenship or ancestry, age, disability, marital status, veteran status, genetic information, sexual orientation, or gender identity, against victims of domestic violence, sexual offenses, or stalking, or upon any other categories protected by federal, state, or local law. Inquiries regarding nondiscrimination policies should be directed to the Title IX, District 504 and ADA Coordinators: Capital School District, 198 Commerce Way, Dover DE 19904. Phone View phone number on click.appcast.io