Design and deliver specialized reading interventions for exceptional students while managing a Multi-tiered System of Support (MTSS) model. Provide coaching and professional development to special education teachers and paraprofessionals to improve literacy outcomes.
Requirements summary
Requires a Master's degree in education, a valid Pennsylvania Reading Specialist certification, and K-8 or PK-12 Special Education certification. Candidates must have at least one year of experience working with special needs populations in a school setting.
The Reading Intervention Specialist works collaboratively with other educational professionals at Fairwold Academy to design and provide instruction and interventions for educational programs for exceptional students. The Reading Intervention Specialist is a specialized service provider and qualified to diagnose and remediate students in foundational reading skills, reading informational text, reading literature, writing, and speaking and listening skills. The Reading Intervention Specialist is certified to provide professional development to educational staff and serve in the role of mentor, coach, or advisor to Special Education Teachers and Paraprofessionals. The Reading Intervention Specialist reports to the Director of Education.
Responsibilities
Provide interventions for students in developing:
A working knowledge of concepts of print, alphabetic principle, and other basic conventions and how to apply them as effective readers
An understanding of how to read and respond to both informational text and works of literature—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence
How to write for different purposes and audiences so that they write clear and focused text to convey a well-defined perspective and appropriate content
The skills needed to present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions
Use research-based resources to assess individual students’ reading capabilities in the core aspects of receptive and expressive language and generate assessments for the IEP team and case managers.
Assist the Principal with developing criteria for levels of intensive interventions. Develop a Multi-tiered System of Support (MTSS) model for reading, writing, and listening skills, and implement supports at three levels: Universal, Tier II, and Tier III.
Plan, develop, and implement a weekly intervention schedule, including individual and group treatments, co-teaching, professional development, and specialized projects.
Deliver consistent instruction that demonstrates 1) knowledge of content and pedagogy through a variety of active engagement and instructional strategies, 2) effective questioning and discussion techniques, 3) positive and constructive feedback, and 4) responsiveness to student learning and behavioral needs.
Manage a safe and orderly environment that demonstrates 1) purposeful and equitable learning, 2) structured routines and classroom expectations, 3) skillful organization of the physical space, and 4) positive, appropriate, and highly respectful interactions among students and staff.
Manage student data, assess student learning, and monitor progress. Complete documentation, reports, summaries, and other evaluative measures of students’ individual reading and writing progress aligned to reading goals, showing evidence of adaptations as needed within dictated timelines.
Write, assess, and evaluate effective and measurable reading IEP goals, including the condition, student name, clearly defined behavior, and performance criteria (criterion level, number, evaluation schedule, or method) in the goal.
Attend IEP meetings with professionalism, accurate data and records, and respectful parent communications.
Research, design, and implement special reading projects, including but not limited to independent reading, literacy celebrations, literature circles, and school-wide events.
Coach special education teachers and model instructional strategies in reading, including but not limited to activating, inferring, monitoring/clarifying, questioning, searching/selecting, summarizing, and visualizing/organizing.
Provide professional development to paraeducator staff (IBAs), ensuring best practices in reading instruction and support.
Perform other related duties and special projects as assigned.
SKILLS
Excellent ability to assess reading competencies and develop interventions
Demonstrated ability to work with a variety of educational staff and parents to establish and maintain cooperative and effective working relationships
Excellent ability to work with students of all ages, levels, and from various cultural and ethnic backgrounds
Demonstrated knowledge of curriculum and instructional strategies for students experiencing behavior management challenges
Demonstrated knowledge of theory and principles of child growth and development with an emphasis on social-emotional development and low incidence disabilities
Demonstrated knowledge of School Wide Positive Behavior Support
Demonstrated skills with computers, data systems, and electronic reports
Demonstrated ability to understand and adhere to policies and procedures
Demonstrated analytical and problem-solving skills
Excellent organizational and time management skills
Excellent interpersonal skills
Sufficient mobility and ability to participate in managing the safety of a child through physical or personal interventions
Performance requirements
Maintains confidentiality with a wide variety of sensitive information including, but not limited to, manual and electronic files, documents and records, meeting notes, medical histories, and other identifying information
Maintains accurate information for special education timelines, assists professionals with logistical and administrative support, and communicates deadlines and procedural timeline recommendations for leadership
Adheres to all proactive behavioral incident management and reporting protocols, including de-escalation protocols, PBIS, and trauma-informed practices, as designated by PHMC and Fairwold policy
Always provides support to the school community to maintain an orderly school environment; provides support to students in crisis or those students demonstrating non-compliant behavior
Engages in full, active, and frequent participation in professional development events and opportunities, with the consistent application of new learning in the classroom and sharing of learning with colleagues
Engages in full, active participation in professional school events that may extend beyond the school day, including but not limited to Back to School Night, Parent Conferences, Academic Honors, and PBIS Events
Maintains full and active compliance with all PHMC and Fairwold Academy policies regarding job performance and conduct standards and expectations
Physical demands/Work environment
The physical demands and work environment described below 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.
Routine school environment
Employee may be involved in de-escalating student behaviors using mandatory approved techniques
Potential exposure to blood-borne pathogens
May transport students in agency in accordance with PA Department of Education and Department of Transportation requirements and school and PHMC procedures
Ability to climb stairs and walk on uneven terrain, play yards, and school grounds
Ability to move rapidly, forward, backward, and laterally
Physical capacity to lift, move, and position a student up to age 21 who may weigh 150 pounds or more with the assistance of other properly trained personnel
Ability to independently utilize routine office equipment
Ability to independently travel outside of school hours as determined by administration
Qualifications
Current and valid Instructional I or Instructional II certification as a K-8 Teacher or PK-12 Special Education Teacher issued by the Commonwealth of Pennsylvania
Current and valid Reading Specialist certification in Pennsylvania
Master’s degree from an accredited college or university in education or a related field required
One year of experience working with a special needs population in a school setting required
Understanding of emotional and behavioral disorders, mental health issues, autism, developmental delays, and intellectual disabilities required
Compensation
PHMC
Salary
Grade: 20
Salary is commensurate with education and experience.
PHMC is an Equal Opportunity and E-Verify Employer.
Market context
Pennsylvania Reading Intervention Demand
In Pennsylvania, Reading Intervention Specialist roles are often tied to schools focused on literacy support, special education, and early intervention services. Competition can be strong because employers typically look for a master’s degree, Pennsylvania Reading Specialist certification, and K-8 or PK-12 Special Education certification, plus school-based experience with special needs populations. Review the AI-summarized requirements and benefits on this platform to quickly compare fit, then confirm your certifications and highlight relevant intervention outcomes in your application.
More openings at Public Health Management Corporation
