2026-2027 Special Education Reading Specialist

POSITION: Special Education Reading Specialist

LOCATION: District Office

Terms of Employment: 10 Month position - grant funded position - temporary if hired after contractual start date

REPORTS TO: Director of Special Services

STARTING DATE : As soon as possible

PERFORMANCE RESPONSIBILITIES:

Curriculum and Instructional Design

• Demonstrated expertise in designing, writing, and implementing CCSS-aligned ELA curriculum and instructional units across K-5, grounded in the Science of Reading and other evidence-based literacy frameworks.
• Knowledge of and experience applying rigorous, standards-based instruction that includes explicit instruction, structured literacy model, interactive writing, and text-based discussions.
• Serves as a resource for ongoing implementation of ELA curriculum, literacy frameworks, and tiered interventions across the district.
• Builds district wide coherence in literacy instruction through cross-school collaboration, vertical alignment work, and resource development.

Assessment, Data, and MTSS

• Deep understanding of formative, summative, and diagnostic assessments and how to use data to drive instructional decisions and student growth.
• Facilitates implementation of the Capital School District MTSS framework, including:
  • Development and monitoring of curricular assessments and screeners;
  • Analysis and reporting of ELA data trends;
  • Collaboration with IST teams to ensure effective Tier I instruction and targeted Tier II/III interventions;
  • Support for the use and fidelity of intervention tools.
• Supports and facilitates implementation of cycles of improvement, such as co-labs, coaching cycles, walkthroughs, and professional development series.

Instructional Coaching and Support

• Provides strategic, targeted coaching to K5 coaches and teachers to improve literacy instruction, with more intensive support for new or developing teachers.
• Coaches coaches and teachers in using differentiated instruction, flexible grouping, and instructional scaffolds to meet the needs of all learners.
• Assists with instructional walkthroughs and learning walks to support CCSS-aligned teaching practices.
• Meets monthly with instructional coaches to co-plan, model, and build shared instructional leadership capacity.
• Serves as a resource for building leaders and coaches to plan and strengthen PLCs and collaborative practices across schools.

Equity and Diverse Learners

• Knowledge of strategies to support MultiLingual Learners (MLLs) and Students with Disabilities (SWDs) using scaffolding, language supports, and universal design for learning (UDL).
• Promotes inclusive instructional practices and works with teachers to ensure access and equity in literacy learning for all students, including those with unfinished learning.
• Collaborates with school teams to reduce barriers to literacy success, including those related to opportunity gaps, bias in instructional materials or assessments, and classroom practices that do not reflect the diversity of student experiences.

Professional Learning and Development

• Designs and facilitates job-embedded, standards-aligned professional learning grounded in adult learning principles.
• Demonstrates a commitment to ongoing professional development to maintain and deepen expertise in evidence-based reading instruction by engaging in personal professional development to include reading research publications, attending relevant trainings and conferences, collaborating with literacy experts, and applying new learning to instructional coaching and curriculum design.
• Promotes collaboration and instructional dialogue through PLCs, coaching sessions, and team meetings.
• Supports the Comprehensive Induction Program (CIP) by collaborating with the district site coordinator to determine professional development needs of new staff and mentors and support building principals/lead mentors with planning and implementing PL as needed.

Communication and Collaboration

• Promotes collegiality and communication with educators and leaders through ongoing conversations and consultations around learners, instruction, and assessment.
• Serves as a thought partner and connector across schools to support coherent and aligned literacy practices.
• Collaborates with district and building leaders to monitor implementation and support instructional improvement.
  

Other Duties

• Performs other duties as assigned.
• Work during summer months to support ongoing professional learning initiatives and district curriculum development efforts.

Qualifications:

• Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
• Meets certification requirements for Special Education and/or Elementary Education Teacher
• Master's Degree in Reading/Literacy/Reading Specialist Certification or willing to get it
• Classroom teaching experience and instructional coaching experience at the elementary level
• Advanced training in the Science of Reading (LETRS Volume 1, LETRS Volume 2, Orton Gillingham, etc.) preferred
• Operational knowledge and expertise with the Common Core Standards in ELA, writing ELA curriculum, and leading PLC's (Professional Learning Communities)

Teacher of Elementary Education

Teacher of Special Education (preferred)

Reading and Literacy/Reading Specialist (preferred)

Teacher of Elementary Education

Teacher of Special Education

Reading and Literacy/Reading Specialist

Physical Demands:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential duties and responsibilities of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to use hand and /or fingers to handle or feel; reach with hands and arms; talk or hear; and taste or smell. The employee frequently is required to stand, walk and sit. The employee must occasionally lift an/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.

Standard Requirements:

• Favorable Criminal Background Check and Child Abuse Registry Check for the candidate who is offered employment
• Tuberculin Test and physical
• Mandatory Direct Deposit of paycheck

Application Procedures
Interested candidates who meet the minimum qualifications may apply by completing an employment application no later than 11:59 PM on the closing date indicated above. A cover letter, resume and three letters of reference, dated within the last year, are required. Please note that incomplete application packages will not be considered.

Applicants needing special accommodations in the application process of the vacancy announcement may contact the Human Resources office at ....

The Capital School District is an equal opportunity employer and does not discriminate on the basis of race, color, creed, religion, gender (including pregnancy, childbirth and related medical conditions), national origin, citizenship or ancestry, age, disability, marital status, veteran status, genetic information, sexual orientation, or gender identity, against victims of domestic violence, sexual offenses, or stalking, or upon any other categories protected by federal, state, or local law. Inquiries regarding nondiscrimination policies should be directed to the Title IX, District 504 and ADA Coordinators: Capital School District, 198 Commerce Way, Dover DE 19904. Phone ...