Long-Term Substitute Reading Interventionist (Sep-Oct 2025) - Talbot Community School

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• Build meaningful relationships with students, fostering a positive and supportive learning environment, and addressing individual student needs
• Deliver direct, explicit reading instruction to students identified as needing additional support in literacy
• Implement and oversee research-based reading intervention curriculum, and tailor to student needs, with a strong emphasis on the principles of the Science of Reading

• Administer diagnostic assessments to identify students' specific areas of difficulty and to determine their current reading proficiency levels
• Regularly monitor and evaluate the reading performance of students, utilizing data to inform instruction and intervention decisions
• Collect and analyze data regularly to inform instructional decision-making and track student progress
• Share trends with school leaders to inform Tier 1 instruction, if appropriate

• Work with a diverse group of learners, including multilingual students and students with special needs, including dyslexia
• Communicate and collaborate with classroom teachers sharing literacy goals, progress monitoring updates and celebrating progress
• Ensure instruction is culturally responsive and meets the needs of all learners

• Participate in professional development opportunities to stay informed about best practices in reading instruction, assessment, and intervention strategies
• Continually seek out and welcome additional learning, feedback from colleagues including the school’s Instructional Coach, and regularly reflect on own practice.

• Communicate regularly with parents or guardians to update them on their child's progress, discuss strategies for support at home, and provide resources for additional practice
• Have an asset approach when working with families

• Strong equity orientation and an openness to personal reflection on deepening awareness of personal bias and being culturally responsive
• Demonstrated conviction around having high expectations for all students, and an asset-based approach
• Conviction that all students can read effectively given the right instruction, and a passion to do so
• Demonstrated results with teaching multilingual learners and students with disabilities, including dyslexia

• Extensive experience in implementing research-based reading curriculum such as Orton Gillingham or other Science of Reading-based
• Expertise in formative, benchmark/interim and summative reading assessment and instruction
• Deep understanding of the Science of Reading
• Understanding of the intersection of language development and the process of learning to read

• Great relationship builder
• Demonstrated ability to build trust with teachers and administrators
• A great teammate
• Someone who lifts people up rather than bringing them down
• Someone who has a “go-getter” attitude about work. Excellent oral and written communication skills

• Bachelor's degree in an applicable field of education from an accredited college or university
• Successful track record as a teacher
• [Preferred] Master’s degree
• [Preferred] Training and experience in Orton Gillingham reading instruction or other research-based reading intervention program
• [Preferred] Experience using Early Bird and/or mClass/DIBELS, or other Science of Reading-based assessments
• [Preferred] Experience teaching reading to multilingual learners and/or students with disabilities

• Currently holds or is eligible for a valid teacher certification
• [Preferred] Maine State Teacher Certificate with 092 Endorsement (Literacy Specialist) OR experience successfully implementing a research-based reading program

• Temporary position, ending approx. 10/21/2025
• Full Time, 1.0 FTE

Portland Public Schools