Literacy Specialist (High School)

Woburn Public Schools•Woburn, MA

19h•Onsite

About The Position

The High School Literacy Specialist is a dual-role educator dedicated to building the capacity of general education teachers to support every learner in universally designed learning environments. This individual drives student achievement by infusing Tier 1 instruction with research-based best practices, ensuring that high-quality literacy strategies are a staple of the core curriculum. By modeling evidence-based strategies and providing actionable feedback, the specialist supports teachers in designing and implementing data-informed impactful lessons that reach all students. The specialist acts as a strategic partner in the development and execution of Tier 2 in-class interventions, while also providing direct, data-driven instruction for students requiring Tier 3 support. As a collaborator and advocate, the specialist ensures that research-based literacy practices are seamlessly integrated across all disciplines to foster an inclusive and rigorous learning environment.

Requirements

Valid Massachusetts teaching certification; Reading K-12 or English 8-12, and Moderate Disabilities, 5-12, preferred.
Bachelor’s degree in Education or related field required; Master’s degree in Reading or Literacy preferred.
Knowledge of research-based literacy interventions and the Multi-Tiered Systems of Support (MTSS) framework.
Proven ability to analyze and interpret complex student and school-wide data to make informed instructional decisions.
Excellent collaboration skills with the ability to work effectively with a wide range of teachers, students, and families.

Responsibilities

Partner with teachers across disciplines to integrate high-impact literacy strategies into daily instruction to “push-in” educator support and instructional guidance.
Observe classroom settings; provide feedback and model research-based best practices in literacy instruction for staff.
Provide consultation with educators regarding specific student literacy needs.
Participate in consistent non-evaluative classroom walkthroughs with educators and leadership.
Co-design and facilitate engaging professional development based on identified priority areas of the staff that are aligned to current literacy research and best practices.
Collaborate during Common Planning Times, department meetings, and/or professional development with general and special educators, curriculum leaders, and support staff to ensure continuity of programming and alignment with literacy standards.
Participate, as needed, in Instructional Support Team (IST), Common Planning time, and department meetings to recommend effective, in-class literacy strategies for diverse learners.
Participate as a member of the school’s Instructional Leadership Team (ILT), as needed.
Plan, co-plan, and implement small-group or individual remedial literacy instruction for students identified as needing Tier 2 or Tier 3 support.
Use diagnostic, formative, and summative assessments to support general education classrooms and small-group interventions.
Monitor student progress and adjust instruction and interventions to ensure measurable growth.
Engage in data team, department, and progress monitoring meetings to advocate for student needs and recommend further support when necessary.
Assist in the creation of their daily, weekly, and monthly schedule.
Work closely with departmental Coordinators, and the MTSS Coordinator to review assessment data, develop common assessments, and guide the instructional improvement process.
Attend professional development and DESE Literacy Leaders meetings to stay up to date with the latest research and district visions.
Stay informed of research-based exemplary practices, instruction and assessment centering ML students.
Collaborate with instructional leaders to collect and analyze official assessments and documentation necessary for school improvement plan implementation.
Collaborate with district stakeholders to support the creation, and on-going revision, of the comprehensive literacy plan at both the building-based and district level.