Position:  Literacy Interventionist, Title 1

               Office of Academics

 

The Opportunity:

Cambridge Public Schools seeks an experienced and highly skilled Title I Literacy Interventionist to provide targeted literacy intervention to students attending Title I schools. This district-based position reports to the Office of Academics and will be assigned annually to one or more Title I schools based on student needs, school needs, and district priorities.

 

Title I provides additional resources and instruction to improve educational outcomes for students in high-poverty schools and to support all students in meeting rigorous academic standards. The Literacy Interventionist will play an important role in the district’s Multi-Tiered System of Support (MTSS), providing evidence-based, data-informed literacy intervention for students who require additional support to meet grade-level expectations.

 

The Literacy Interventionist will work closely with classroom teachers, literacy coaches, school leaders, intervention teams, and the Office of Academics to identify student needs, provide targeted instruction, monitor student progress, and adjust intervention in response to student learning.

 

Because Title I resources are allocated based on changing student and school needs, school assignment(s) may change from year to year. The position may serve one school or multiple Title I schools, as determined annually by the Office of Academics.

 

Key Responsibilities

The Title I Literacy Interventionist will:

• Provide targeted, evidence-based literacy intervention to individual students and small groups based on identified student needs.
• Use district assessments, classroom data, progress-monitoring measures, student work, and other relevant data to identify specific literacy needs and plan responsive instruction.
• Implement intervention aligned with the Massachusetts English Language Arts and Literacy Frameworks, CPS curriculum and instructional expectations, and district MTSS guidance.
• Establish clear intervention goals for students and systematically monitor progress toward those goals.
• Maintain accurate and timely records of students receiving intervention, including baseline data, instructional focus, frequency and duration of services, progress-monitoring results, and changes to intervention plans.
• Use progress-monitoring data to determine whether students are responding to intervention and collaborate with school-based teams to adjust the intensity, frequency, grouping, or instructional approach as needed.
• Collaborate with classroom teachers, literacy coaches, special educators, multilingual learner educators, and other school-based staff to ensure intervention complements and strengthens students’ core literacy instruction.
• Participate actively in school-based MTSS, student support, grade-level, or literacy team meetings as appropriate.
• Support effective transitions between intervention and core classroom instruction by regularly communicating student strengths, needs, progress, and instructional strategies with classroom teachers.
• Partner with families to communicate intervention goals and student progress and to support meaningful connections between home and school.
• Participate in district and school professional learning related to literacy, intervention, assessment, culturally responsive instruction, and MTSS.
• Collaborate with the Office of Academics and other Title I Literacy Interventionists to strengthen consistency and effectiveness of literacy intervention across Title I schools.
• Support district efforts to evaluate the effectiveness of Title I literacy services through accurate data collection, progress monitoring, and reflection on student outcomes.
• Maintain a strong commitment to culturally responsive, inclusive, and affirming literacy instruction that recognizes students’ identities, strengths, language, and experiences as assets.
• Perform other duties related to Title I literacy intervention as assigned by the Office of Academics.

Qualifications and Experience

The successful candidate will possess many, though perhaps not all, of the following qualifications:

• At least five years of successful teaching experience, preferably with substantial experience in literacy instruction and intervention.
• Demonstrated expertise in the teaching of reading and writing, including foundational literacy skills, comprehension, vocabulary, fluency, and written expression.
• Strong knowledge of evidence-based literacy intervention practices and experience providing targeted small-group or individualized instruction.
• Demonstrated ability to analyze multiple sources of student data and translate assessment information into specific instructional plans.
• Experience with progress monitoring and using student response to intervention to make instructional decisions.
• Strong understanding of Multi-Tiered Systems of Support (MTSS) and the relationship between high-quality core instruction and supplemental intervention.
• Ability to collaborate effectively with classroom teachers, instructional coaches, school leaders, specialists, and families.
• Demonstrated cultural proficiency and skill in culturally responsive and sustaining instructional practices.
• Experience working successfully with students and families from diverse racial, cultural, linguistic, and socioeconomic backgrounds.
• Familiarity with the Massachusetts English Language Arts and Literacy Frameworks.
• Strong organizational and communication skills, including the ability to maintain accurate intervention and progress-monitoring records.
• Ability to work flexibly across school settings and adapt to changing student, school, and district needs.
• Bachelor’s degree required; Master’s degree in Reading, Literacy, Education, or a related field preferred.
• Familiarity with Focus on 4s, Focus on K, and/or the Core Knowledge Language Arts (CKLA) curricula strongly preferred
• Appropriate Massachusetts educator licensure required (e.g., Early Childhood preK-2; Elementary 1-6; moderate disabilities preK-8). Reading Specialist license preferred.

Supervision and Assignment:

The Title I Literacy Interventionist is a district-based position within the Office of Academics and is supervised by the Office of Academics or its designee. The Interventionist will work in close partnership with the principal and instructional leadership team of the school(s) to which they are assigned.

 

School assignment is determined annually based on Title I eligibility, student needs, district data, available funding, and programmatic priorities. Assignment to a particular school in one year does not guarantee assignment to that school in subsequent years.

 

 

How to Join Our Team: 

Apply online at www.cpsd.us. Please upload a resume and thoughtful cover letter, outlining how your skills and experience 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.