Position:           Extended Term Substitute, Early Literacy Interventionist, Grades K-2

                        Available September 2024 through no later than November 2024

                        Kennedy-Longfellow School

The Role:

The Extended Term Substitute (ETS), Early Literacy Interventionist (ELI) is responsible for providing literacy support to identified students within a multi-tiered system of support. The ELI will provide Tier III interventions, provide support to small groups of students using the mClass Intervention system and other interventions that follow the Science of Reading. As a member of the school’s Response to Intervention (RtI) Team, the ETS, Early Literacy Interventionist will help the team identify and assess students, analyze student data to inform instruction, match interventions with identified student needs and monitor student progress. The Early Literacy Interventionist must be able to communicate effectively and collaborate with teachers, other specialists, and administrators, use data as the basis for instructional decision making and ensure with fidelity, the implementation of interventions according to established standards and guidelines. 

 

Other responsibilities include: collaborate with the Building Literacy Coach and other team members to coordinate the administration of the fall, winter and spring Screeners and Assessments; actively participate on school and district leadership teams and support the implementation of RtI.  The ETS, Early Literacy Interventionist reports to the Curriculum Coordinator of English Language Arts and the Kennedy-Longfellow principal.

 

Qualifications:

• Bachelor’s degree or higher from an accredited college or university required
• Massachusetts Certification: Teacher: Elementary, Early Childhood or Moderate Special Needs; Reading Specialist certification preferred
• At least five years of successful experience working with primary grade children and children with reading/learning challenges, providing Tier II & Tier III literacy supports and interventions, and implementing RtI
• Demonstrated success in a leadership role
• Experience teaching in urban, multi-cultural environments preferred
• Reading Recovery Training or willing to train

Cambridge Public Schools is committed to slowing and/or stopping the spread of COVID-19. Therefore, as a condition of employment with Cambridge Public Schools, all new hires will be required to be fully vaccinated for COVID-19 no later than their first day of work. Written requests for either a religious exemption from this requirement based on sincerely held religious beliefs, or for a medical exemption based upon clear documentation from a medical provider should be submitted to the attention of the Chief Talent Officer.

 

How to Join Our Team:

Please upload a resume and thoughtful cover letter, outlining how your skills, experience, and commitment to equity in education meet the qualifications of the position and stating how you heard about this opportunity.

 

At the Cambridge Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district.