Literacy Interventionist

We are seeking experienced teachers (including experienced teachers or individuals with tutoring experience) to provide high-quality instruction as part of a research study occurring in Chelsea and Revere. Staff will also help administer assessments of student learning. This position is part of a research study conducted by the BRIDGES Lab at the Harvard Graduate School of Education, testing a small-group literacy program for elementary school students. The goal of the study is to evaluate the program’s effectiveness in improving students’ literacy skills, particularly for students with risk for learning difficulties. This is a structured, part-time role working directly with students in small-group settings. The position is ideal for educators looking for meaningful, flexible work without full-time classroom responsibilities. Start Date: ASAP Duration: Approximately 15-18 weeks Schedule: up to 20 hours per week Training: Required paid training during the first week Pay Rate: $28/hour Location: Chelsea and Revere school sites Responsibilities: Implement structured instructional lessons to small groups of 2-3 grade students on site at local schools Follow provided lesson materials and assessment procedures with consistency Support student engagement and participation Communicate with project staff as needed Qualifications: Certified teacher preferred (current or retired) Experience teaching reading is preferred, but not required Experience working with elementary students Reliable, organized, and comfortable following structured lesson plans Strong interpersonal and communication skills Requirements: Must pass CORI and fingerprint background checks (employment contingent on clearance) Must have reliable transportation to travel to assigned school sites Must be available for the full duration of the program #J-18808-Ljbffr Harvard Graduate School of Education