Upper School Literacy Lab Teacher

CURREY INGRAM ACADEMY•Brentwood, TN

2d•Onsite

About The Position

Currey Ingram Academy is seeking a dynamic, compassionate, and skilled Upper School Literacy Lab Teacher to join our Upper School faculty for the 2026–2027 school year. The ideal candidate is an experienced educator with a strong background in adolescent literacy instruction and a passion for helping students with learning differences become confident, capable readers, writers, and learners. This individual should possess expertise in structured literacy instruction and an understanding of the unique academic and social-emotional needs of high school students. This full-time position involves teaching literacy support classes, providing direct literacy instruction and intervention to high school students. The successful candidate will demonstrate the ability to work collaboratively with faculty to help students strengthen reading, writing, comprehension, vocabulary, executive functioning, and academic strategies necessary for success in a college preparatory environment. In addition, candidates should be eager to provide academic and mentoring support and contribute to the broader school community through advisory, extracurricular involvement and/or committee work. Currey Ingram Academy is a co-ed, college-preparatory day and boarding school (JK–12 for day; 9–12 for boarding) located in beautiful Brentwood, TN. We specialize in empowering students with learning differences to thrive academically, socially, and emotionally. At Currey Ingram, teaching is personalized, class sizes are small, and professional collaboration is a core value. We offer competitive salaries, excellent benefits, and the chance to be part of a community that values creativity, compassion, and professional growth.

Requirements

Bachelor’s or advanced degree in Special Education, Reading, Literacy, Education, or a related field
Strong oral and written communication skills

Nice To Haves

Prior teaching experience supporting students with learning differences, particularly at the high school level
Training and/or certification in structured literacy programs such as Wilson Reading System, Orton-Gillingham, or similar evidence-based methodologies
Knowledge of assistive technology and accommodations that support literacy development
Knowledge of classroom technology

Responsibilities

Teaching literacy support classes
Providing direct literacy instruction and intervention to high school students
Helping students strengthen reading, writing, comprehension, vocabulary, executive functioning, and academic strategies
Providing academic and mentoring support
Contributing to the broader school community through advisory, extracurricular involvement and/or committee work