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Crescent Academy

Reading Specialist

Southfield, MI

Crescent Academy is seeking a flexible, supportive, friendly Reading Specialist for grades K-8th! Crescent Academy is a school district that serves over 700 students in grade level PreK-9th. Crescent ...

Crescent Academy

Reading Specialist

Southfield, MI

Crescent Academy is seeking a flexible, supportive, friendly Reading Specialist for grades K-8th! Crescent Academy is a school district that serves over 700 students in grade level PreK-9th. Crescent ...

Crescent Academy

Reading Specialist

Southfield, MI · On-site

Crescent Academy is seeking a flexible, supportive, friendly Reading Specialist for grades K-8th! Crescent Academy is a school district that serves over 700 students in grade level PreK-9th. Crescent ...

Global Village Academy

Reading Interventionist

Thornton, CO · On-site

$62K - $86K/yr

Global Village Academy - North Job Type: Full-Time, Exempt Salary Range: $62,500 - $86,193 annually ... As a Reading Interventionist, you will: * Make a meaningful difference by helping young learners ...

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Reading Academy information

What are the key skills and qualifications needed to thrive as a Reading Academy teacher, and why are they important?

To thrive as a Reading Academy teacher, you need expertise in literacy instruction, knowledge of age-appropriate reading strategies, and typically a teaching credential or certification in elementary education. Familiarity with educational assessment tools, learning management systems, and state literacy frameworks is also important. Strong communication, patience, and the ability to motivate young learners are vital soft skills for success in this role. These skills and qualities are crucial for fostering literacy development and ensuring students achieve essential reading milestones.

What is the difference between Reading Academy vs Reading Specialist?

AspectReading AcademyReading Specialist
CredentialsTypically requires a teaching certification and specialized training in reading instructionRequires a teaching certification plus additional reading or literacy endorsements or certifications
Work EnvironmentOften part of teacher training programs, workshops, or professional development sessionsWorks directly with students, teachers, and parents in schools or educational settings
Employer & Industry UsageUsed by educational institutions for teacher developmentEmployed by schools, districts, or private organizations to improve student literacy

Reading Academy programs focus on training educators in reading instruction techniques, while Reading Specialists are experienced educators who work directly with students to improve literacy skills. Both roles are essential in supporting literacy development but differ mainly in their scope and application.

What are the most common challenges faced by educators in a Reading Academy role, and how can they be addressed?

Educators in a Reading Academy often encounter challenges such as meeting diverse student literacy levels, engaging reluctant readers, and adapting instruction for various learning styles. To address these, instructors frequently employ differentiated teaching strategies, collaborate with colleagues for resource sharing, and participate in ongoing professional development. Building strong relationships with students and maintaining open communication with families also help foster a supportive learning environment. These efforts ensure that all students receive personalized instruction to improve their reading proficiency.

What are Reading Academy teachers?

Reading Academy teachers are educators who participate in specialized training programs designed to improve literacy instruction for students, particularly in early grades. These academies focus on evidence-based reading strategies and equip teachers with the knowledge and tools to help students develop strong reading skills. The goal is to ensure all students are proficient readers by the end of third grade. Teachers who complete Reading Academies become more effective at diagnosing reading difficulties and tailoring instruction to meet individual student needs.
More about Reading Academy jobs
What cities are hiring for Reading Academy jobs? Cities with the most Reading Academy job openings:
What states have the most Reading Academy jobs? States with the most job openings for Reading Academy jobs include:
What job categories do people searching Reading Academy jobs look for? The top searched job categories for Reading Academy jobs are:
Reading Academy jobs near you
Infographic showing various Reading Academy job openings in the United States as of June 2026, with employment types broken down into 95% Full Time, and 5% Part Time. Highlights an 90% Physical, 1% Hybrid, and 9% Remote job distribution.
Lead Specialist - Reading Academy and Biliteracy

Lead Specialist - Reading Academy and Biliteracy

Arlington Independent School District

Arlington, TX • On-site

Full-time

Posted 28 days ago

Arlington Independent School District rating

7.6

Company rating: 7.6 out of 10

Based on 22 frontline employees who took The Breakroom Quiz

126th of 558 rated elementary and secondary schools

Job description

Teacher/Professional - District Office - Curriculum and Instruction
Job Number 0000764592
Start Date
Open Date 05/01/2026
Closing Date
ROLE AND PURPOSE:
The primary role of the Lead Specialist of Reading Academy and Biliteracy is to work directly with the Director of Early Childhood and other Curriculum and Instruction Leadership Team members to provide leadership, collaboration, and coordination of all HB3 Reading Academies and district literacy initiatives. This specialist provides support for ongoing program implementation, ensuring that the content and program requirements of the Texas Reading Academies are delivered with fidelity. The Lead Specialist will collaborate with district departments and campuses to advance overall teacher effectiveness and student achievement in literacy by providing professional learning, coaching, and coordination of evidence-based instructional practices aligned with Structured Literacy / the Science of Teaching Reading (STR).
QUALIFICATIONS:
Education/Certification:
  • Valid Texas teacher's certificate for elementary
  • Texas Bilingual Certification, preferred
  • Required TEA Biliteracy Cohort Leader Certification (must pass the Cohort Leader Screener and complete all training requirements within 6 months of employment)
  • Master's degree from an accredited institution in curriculum and instruction, literacy or education leadership, preferred
  • Mid-management or principal certification from an accredited institution, preferred

Experience:
  • Minimum of five years of successful classroom teaching experience in elementary education within general education, bilingual education or special education; experience working with at-risk students preferred
  • Minimum of three years of successful leadership experience managing instructional projects and adult professional learning preferred

SPECIAL KNOWLEDGE/SKILLS:
  • In-depth knowledge of HB3 Texas Reading Academies content and the Science of Teaching Reading (STR)
  • Expertise in early literacy instruction, including phonological awareness, phonics, fluency, vocabulary, and comprehension aligned to the K-3rd grade ELAR and SLAR TEKS
  • Ability to review, evaluate, and provide timely, actionable feedback on K-3rd grade teacher-developed artifacts in alignment with Reading Academies scoring rubrics
  • Knowledge of formative and summative assessment practices and the ability to use student data to inform literacy instruction and intervention
  • Strong understanding of adult learning principles and the ability to facilitate professional learning that supports teacher growth and reflection
  • Ability to coach and mentor educators using effective questioning, feedback, and modeling techniques
  • Experience in the design, delivery, and evaluation of professional learning experiences that lead to improved instructional practices
  • Strong organizational skills and ability to manage multiple cohorts, timelines, and reporting requirements
  • Excellent oral, written, and digital communication skills, including comfort with online platforms and the Learning Management System (LMS) used in Reading Academies
  • Effective collaboration and interpersonal skills to work with district staff, campus administrators, and TEA-authorized providers
  • Demonstrates critical thinking and problem-solving abilities to support educators in applying evidence-based reading practices
  • Capable of providing leadership for a vision of comprehensive, evidence-based literacy education
  • Knowledge of local, state, and federal laws/regulations pertaining to literacy and HB3 requirements

MAJOR RESPONSIBILITIES AND DUTIES:
INSTRUCTIONAL MANAGEMENT
  • Apply research and data to improve the content, sequence, and results of teaching and learning in district early literacy programs.
  • Ensure that the content and program requirements of the Texas Reading Academies are delivered with fidelity.
  • Design, facilitate, and deliver professional learning for Reading Academies participants and provide feedback on draft artifacts.
  • Conduct classroom observations and one-on-one coaching feedback sessions to support the application of Reading Academy content and STR practices in the classroom.
  • Manage the TEA Learning Management System and provide technical assistance for participants.
  • Collaborate with key stakeholders across departments to facilitate the district's implementation of HB3 Reading Academies and other literacy initiatives
  • Monitor and support the implementation of HB 3 Reading Academies content and practices to improve early literacy instruction and student outcomes
  • Support the design, development, and evaluation of new instructional resources and tools to support classroom literacy instruction
  • Keep abreast of developments in instructional methodology, learning theory and curriculum trends in the area of early literacy
  • Provide guidance and leadership to campus and district staff in the area of state standards, research, and evidence-based instructional practices into the planning and design of instruction for elementary literacy programs
  • Model the design and facilitation of effective professional learning to support the overall implementation of the curriculum, and effective teaching strategies including job-embedded coaching, modeling, and demonstration with expertise in Structured Literacy (STR)
  • Support department staff in designing, developing, implementing and evaluating new instructional resources, tools, and supplemental materials to support classroom literacy instruction
  • Incorporate technology tools and applications when modeling and facilitating professional learning.

SCHOOL/ORGANIZATION CLIMATE
  • Facilitate ongoing two-way communication with all staff participating in and supporting the HB3 Reading Academies
  • Serve on district committees and task forces related to early literacy development
  • Support a common vision for literacy for the department/division and Arlington ISD.
  • Consult and collaborate effectively with parents, teachers, administrators, and community resources to highlight literacy growth.
  • Display high visibility and effective communication skills on campuses to support, monitor, and observe curriculum delivery, instructional practices, and professional learning implementation
  • Exemplify effective problem-solving methods that are customer-service oriented
  • Utilize excellent oral and written communication and interpersonal skills
  • Participate as an effective team member who contributes to district, department, team, and individual goals
  • Engage the Curriculum and Instruction leadership team to develop collaborative processes to identify and develop systems that support the administrative functions of the department/division in order to promote efficiency, teamwork, and a professional work environment

SCHOOL/ORGANIZATIONAL IMPROVEMENT
  • Work in partnership with district leadership to review and analyze student and educator data to identify learning needs and inform curricular decisions.
  • Communicate with district leadership and stakeholders on the progress, compliance, and implementation of HB3 Reading Academies and literacy initiatives.
  • Recommend policies and practices to address challenges impeding system-wide improvements in early literacy outcomes.
  • Contribute to the District Improvement Plan to meet early literacy goals and requirements.
  • Apply a broad knowledge regarding literacy curriculum content and teaching strategies.
  • Apply a thorough knowledge of effective professional learning including coaching and mentoring
  • Research innovative literacy programs and research-based strategies
  • Demonstrate success in improving student achievement as measured by local and state assessment results, and other district performance criteria
  • Work in partnership with the Division of Curriculum and Instruction, district departments, and other district staff to review and analyze multiple sources and types of educator and student data to identify educator-learning needs for improved student performance, and to inform curricular/instructional decisions
  • Engage district and campus staff to apply a cycle of continuous improvement engage in inquiry, action research, data analysis, planning, implementation, reflection, and evaluation
  • Work to align department/division support to the classroom, campus, and district goals for student and educator learning, using data to monitor and measure its effects on educator and student performance

ADMINISTRATION AND FISCAL/FACILITIES MANAGEMENT
  • Coordinate the acquisition of district resources and instructional materials that support early literacy development.
  • Manage documentation, feedback, discussion posts, and grading in a timely manner to facilitate the participant experience and House Bill 3 requirements.
  • Prioritize and monitor local, federal, or grant funds
  • Develop administrative procedures and regulations to manage and implement policies established by federal and state law, SBOE rule, and local board policy in the area of Reading Academies and Early Literacy.

SCHOOL/COMMUNITY RELATIONS
  • Support district/community projects, programs, and events that highlight educational achievement and literacy growth
  • Serve as a district representative to interpret and communicate program goals and outcomes to community stakeholders
  • Articulate the district's mission, instructional philosophy, and curriculum implementation strategies to the community, and solicits support and input in realizing the district mission
  • Participates as an effective team member who contributes to district, department, division, and content goals

PROFESSIONAL GROWTH AND DEVELOPMENT
  • Stay current on research-based best practices in literacy instruction and adult professional learning by engaging in professional learning opportunities, collaborating with peers, ongoing professional reading and applying new learning to improve facilitation and coaching practices
  • Adhere to the Texas Educators' Code of Ethics, district policies, and administrative regulations
  • Maintain confidentiality, meet deadlines, and uphold professional standards in all aspects of work
  • Participate in annual Recertification Training for the Cohort Leader role as required by the TEA.
  • Maintain a network of professional colleagues and participate in professional organizations that advance early literacy.
  • Seek, accept, and respond to coaching and feedback from supervisor, staff, and peers
  • Provide assistance, staff development and support to both new and experienced teachers
  • Recognize and advance shared leadership by developing the capacity for leading and learning

MISCELLANEOUS
  • Perform other duties as may be assigned by the Director of Early Childhood or Executive Director of Curriculum and Instruction
  • Travel district-wide and occasional out of district; prolonged and irregular hours

SUPERVISORY RESPONSIBILITIES:
  • Assist with recruitment, screening, and orientation of program and department staff.
  • Model a commitment to personal growth by being adaptable and by embracing a growth mindset approach to carry forth the work
  • Secure consultants, specialists, and other community resources to assist in attaining department objectives

EQUIPMENT & SOFTWARE SKILLS:
  • Microsoft Office and Google Suite applications.
  • Online applications (Canva, etc.) and specific LMS platforms.
  • Personal computer, printer, phone, copier, scanner, and calculator.

WORKING CONDITIONS:
MENTAL DEMANDS / PHYSICAL DEMANDS / ENVIRONMENTAL FACTORS:
  • Tools/Equipment Used: Standard office equipment, including computers and peripherals; standard instructional equipment, carts.
  • Posture: Moderate standing; occasional kneeling, squatting, bending, reaching and stooping
  • Motion: Moderate walking
  • Lifting: Regular light lifting and carrying (less than 20 pounds)
  • Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise.
  • Mental Demands: Work with frequent interruptions; maintain emotional control under stress.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
Duty Days 243
Pay Grade Admin Professional 4

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