Long Term Substitute - Reading Specialist, Elementary (3/4/2026 - End of Year)

Watertown Public Schools • Watertown, MA

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About The Position

THIS IS A LONG TERM SUB POSITION that is expected to start on 3/4/2026 and end on 06/17/2026. The Long Term Substitute Reading Specialist will p rovide strong, structured reading support to students in grades K-5 so that students who need additional literacy skill development are provided with targeted instruction. Working for the Watertown Public Schools provides an exciting opportunity for anyone who is passionate about equity, excellence, and community. The LTS Reading Specialist will be responsible for providing reading instruction for students who are reading below grade level, and/or have not met proficiency on DIBELS or other District assessments and/or might have reading support on their IEP. Provide research-based, direct instruction in small intervention groups for the majority of the workday; monitor and report on the results of these interventions. Work collaboratively with the school-wide Student Intervention Teams and grade-level teachers on the appropriate use of data in making educational decisions. Administer a variety reading assessment tools (including DIBELS), and analyze data to determine strengths and needs of students. Communicate assessment results and targeted intervention plans to parents, teachers, and administration. As needed, support tier one instruction through collaborative planning and/or co-teaching. Work cooperatively and collaboratively with other professionals in planning programs to meet the needs of diverse populations of learners. Assist building administration in reviewing data to develop and assist in building level professional development which supports literacy interventions.

Requirements

• In-depth knowledge of the Science of Reading and best practices in structured literacy interventions.
• Understanding of the literacy curriculum and standards
• Skills, knowledge, and disposition to effectively and collaboratively work with a range of teachers
• Ability to individualize instruction according to students’ learning needs, including English learners and students with disabilities
• Experience with a range of reading assessments, (diagnostic, formal, informal) and the ability to analyze and interpret the data to make instructional decisions.
• MA DESE Certification as a Reading Specialist and SEI endorsement.
• Minimum of 3 years of teaching experience

Nice To Haves

• Master’s degree in education, Reading, English as a Second Language, or Special Education, preferred.
• Working knowledge and understanding of the Response to Intervention (RtI) process, at-risk supports, and literacy development.
• Orton-Gilligham Certification, preferred
• Successful classroom teaching experience, preferred
• Experience working with EL students, preferred
• Multilingual, preferred

Responsibilities

• Provide reading instruction for students who are reading below grade level, and/or have not met proficiency on DIBELS or other District assessments and/or might have reading support on their IEP.
• Provide research-based, direct instruction in small intervention groups for the majority of the workday; monitor and report on the results of these interventions.
• Work collaboratively with the school-wide Student Intervention Teams and grade-level teachers on the appropriate use of data in making educational decisions.
• Administer a variety reading assessment tools (including DIBELS), and analyze data to determine strengths and needs of students.
• Communicate assessment results and targeted intervention plans to parents, teachers, and administration.
• As needed, support tier one instruction through collaborative planning and/or co-teaching.
• Work cooperatively and collaboratively with other professionals in planning programs to meet the needs of diverse populations of learners.
• Assist building administration in reviewing data to develop and assist in building level professional development which supports literacy interventions.

What This Job Offers

• Job Type: Full-time
• Education Level: No Education Listed