Reading Interventionist (Middle School) - RB

The Stoughton Area School District is accepting applications for a 1.0 FTE Middle School Reading Interventionist effective at the start of the 2025-26 school year.

Reports To: Director of Curriculum and Instruction and Coordinates with Building Principals.

Summary: The Reading Interventionist is a critical team member in ensuring equitable educational opportunities for all students within SASD's Multi-Level System of Supports (MLSS). This position focuses on identifying and addressing the diverse literacy needs of students using science-based literacy interventions to support their reading development. The Reading Interventionist collaborates with educators, administrators, and families to create a comprehensive and inclusive approach to literacy instruction.

Studies have shown that women and people of color may be less likely to apply for jobs unless they meet every one of the qualifications listed. We are most interested in finding the best candidate for the job. We would encourage you to apply for a job at SASD even if you don't meet every one of our qualifications listed. We know that confidence-gap and imposter syndrome can get in the way of meeting spectacular candidates, so please don't hesitate to apply - we'd love to hear from you!

The Stoughton Area School District does not discriminate in employment on the basis of age, race, religion, color, sex, national origin or ancestry, handicap, physical condition, developmental disability, arrest or conviction record, sexual orientation, marital status or military participation.

Primary Duties:

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   Assessment and Data Analysis:

   
   

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  Conduct comprehensive assessments to identify students' reading levels, strengths, and areas for improvement.

  
  
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  Analyze assessment data to inform instructional decisions and design personalized reading interventions.

  
  
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  Collaborate with data/networking and grade/department teams to monitor student progress and adjust interventions as needed.

  
  

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   Development and Implementation of Interventions:

   
   

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  Works on a multi-disciplinary team to create district-approved, evidence-based interventions aligned with our science-based reading instruction

  
  
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  Design and implement evidence-based reading interventions tailored to individual and small group needs.

  
  
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  Utilize a variety of instructional strategies and materials to engage students in meaningful reading interventions.

  
  
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  Collaborate with classroom teachers to align interventions with the general curriculum and support classroom reading instruction.

  
  

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   Collaboration and Professional Development:

   
   

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  Work collaboratively with other K-12 interventionists, general and special educators, administrators, and support staff to create a unified approach to reading in SASD within our developing MLSS framework.

  
  
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  Provide professional learning opportunities for teachers on effective reading instruction across the disciplines.

  
  
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  Foster a culture of continuous improvement through ongoing collaboration and professional learning communities.

  
  

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   Equity and Inclusion:

   
   

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  Implement strategies to ensure equity in access to reading interventions for all students, including those from diverse cultural and linguistic backgrounds.

  
  
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  Advocate for and implement culturally responsive teaching practices to address the unique needs of each student.

  
  
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  Support the development and maintenance of an inclusive and culturally affirming learning environment.

  
  

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   Family and Community Engagement:

   
   




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   Communicate regularly with families to share progress, discuss intervention strategies, and provide resources for supporting reading at home.

   
   




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   Documentation and Reporting:

   
   




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   Maintain accurate records of student assessments, progress monitoring, and intervention plans.

   
   
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   Provide regular reports to school and district leadership and relevant stakeholders on the effectiveness of reading interventions.

   
   

Qualifications:

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  Hold a Reading Teacher (316/1316) and/or Reading Specialist (17/5017)

  
  

license required

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  Ideally has at least five years of successful classroom teaching experience at the middle school level

  
  
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  Strong knowledge of adolescent literacy development

  
  
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  Completion of training in instructional coaching, or willingness/ability to complete within one year of hire (District will provide this opportunity)

  
  
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  Experience in implementing evidence-based reading interventions

  
  
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  Experience in implementing reading assessments beyond screening, including diagnostic and formative assessments, including knowledge of dyslexia research

  
  
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  Knowledge of Multi-Tiered System of Supports (MLSS) frameworks.

  
  
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  Strong collaboration and communication skills.

  
  
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  Commitment to equity and inclusive practices.

  
  

Major Competencies:

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  Communication Proficiency.

  
  
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  Decision Making.

  
  
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  Ethical Conduct.

  
  
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  Personal Effectiveness/Credibility.

  
  
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  Problem Solving/Analysis.

  
  
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  Thoroughness.

  
  

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  Time Management

  
  

Physical Requirements: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is regularly required to stand; walk; sit; reach with hands and arms. The position requires some periods of standing while teaching/training. The employee frequently lifts or moves objects weighing up to 10 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus.

Environment: This job operates in a professional indoor environment. This role routinely uses standard office equipment such as computers, phones, and printers/scanners. This position will have frequent interactions with persons who are often working with children and is required to drive to conduct work.

Other Duties: Please note this job description is not designed to cover or contains a comprehensive listing of activities, duties or responsibilities and activities may change at any time with or without notice.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Reading Specialist
• Reading Teacher

• Cover Letter
• Resume
• Letters of Recommendation
• Transcripts & Licenses/Certifications