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Structured Literacy Jobs in Indiana (NOW HIRING)

Archdiocese of Indianapolis

Preschool Teacher

Corydon, IN · On-site

$13.50 - $17.75/hr

Focus on early literacy, phonics, and structured learning routines Meaningful Impact: Help shape the academic and spiritual foundation of young children Key Responsibilities Plan and implement ...

GEO Academies

Pre-K Teacher for 2026-27

Gary, IN · On-site

Build early literacy and numeracy skills through structured and guided activities * Foster social-emotional development, including self-regulation, collaboration, and communication * Create a safe ...

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Structured Literacy information

How to become a structured literacy teacher?

To become a structured literacy teacher, individuals typically need a bachelor's degree in education or a related field and specialized training in structured literacy approaches such as Orton-Gillingham or Wilson. Certification or endorsement in these methods can enhance job prospects, and experience working with students with reading difficulties is often valued. Continuing education and familiarity with multisensory teaching tools are also beneficial.

What are some common challenges Structured Literacy practitioners face when working with diverse student populations?

Structured Literacy practitioners often encounter challenges when adapting instruction to meet the varied needs of students, especially those with different learning profiles or backgrounds. Differentiating lessons to support students with dyslexia, English language learners, and those with varying levels of foundational skills requires careful planning and ongoing assessment. Collaborating closely with other educators and specialists, maintaining clear communication with families, and staying updated on evidence-based practices are important strategies for addressing these challenges and ensuring all students benefit from Structured Literacy approaches.

What is the difference between Structured Literacy vs Reading Specialist?

AspectStructured LiteracyReading Specialist
CredentialsOften requires certifications in literacy instruction or specific training in Structured Literacy methodsTypically holds teaching credentials with additional certification in reading or literacy
Work EnvironmentWorks in classrooms, tutoring centers, or special education settings focusing on foundational reading skillsWorks in schools, districts, or private settings providing reading assessments and interventions
Industry UsageUsed by educators implementing evidence-based reading instructionUsed by educators, specialists, and interventionists focusing on reading improvement

Structured Literacy is a teaching approach emphasizing explicit, systematic instruction in phonology, phonics, and decoding skills. Reading Specialists often utilize Structured Literacy methods but may also incorporate broader strategies. While both roles aim to improve reading skills, Structured Literacy is a specific instructional approach, whereas Reading Specialists are professionals who apply various methods, including Structured Literacy, to support students' reading development.

What can you do with a literacy specialist degree?

A literacy specialist degree prepares individuals to work as literacy coaches, reading specialists, or interventionists in schools, focusing on improving reading and writing skills for diverse learners. Graduates often work in educational settings, utilize assessment tools, and may pursue certification to enhance their qualifications.

What are the big 5 of structured literacy?

The Big 5 of structured literacy are phonological awareness, phonics, fluency, vocabulary, and comprehension. These components form the foundation of effective reading instruction and are essential for literacy specialists and educators implementing structured literacy programs.

What is structured literacy?

Structured literacy is an approach to reading instruction that is explicit, systematic, and evidence-based. It focuses on teaching the structure of language, including phonology, morphology, syntax, and semantics, to help all students, especially those with reading difficulties like dyslexia. This method involves direct teaching of skills such as decoding, spelling, and comprehension, building them step-by-step in a logical sequence. Structured literacy is supported by research and is recommended by organizations like the International Dyslexia Association.

What jobs pay 2000 a day?

High-paying jobs related to structured literacy typically include roles such as educational consultants, literacy coaches, or specialized trainers, often requiring advanced degrees and certifications. These positions may pay around $2,000 per day for experienced professionals working in consulting, training, or leadership roles within education or literacy organizations.

What are the key skills and qualifications needed to thrive as a Structured Literacy Specialist, and why are they important?

To thrive as a Structured Literacy Specialist, you need expertise in evidence-based reading instruction, knowledge of language structure, and typically a background in education or special education. Familiarity with structured literacy programs (like Orton-Gillingham), assessment tools, and relevant certifications (such as CERI or IDA certification) is often required. Strong communication, patience, and the ability to individualize instruction are essential soft skills for effectively supporting diverse learners. These skills are crucial for improving literacy outcomes, especially for students with dyslexia or other reading difficulties.
What are popular job titles related to Structured Literacy jobs in Indiana? For Structured Literacy jobs in Indiana, the most frequently searched job titles are:
What job categories do people searching Structured Literacy jobs in Indiana look for? The top searched job categories for Structured Literacy jobs in Indiana are:
Structured Literacy jobs near you
Infographic showing various Structured Literacy job openings in Indiana as of June 2026, with employment types broken down into 1% Internship, 1% As Needed, 68% Full Time, 20% Part Time, 1% Temporary, and 9% Contract. Highlights an 84% Physical, 2% Hybrid, and 14% Remote job distribution.
Instructional Coach (Literacy Cadre)

Instructional Coach (Literacy Cadre)

Gary Community School Corporation

Gary, IN • On-site

Other

Posted 7 days ago

Job description

PURPOSE STATEMENT
The District Instructional Coach is a critical lever in improving student achievement.  It is the role of the Coach to build teacher capacity and enhance understanding of instructional practices outlined in the district and school improvement plans.  The Instructional Coach is a learner who models continuous improvement, lifelong learning and goes above and beyond to ensure student success.  All Instructional Coaches work collaboratively as a team with other coaches and the teachers with whom they work.  Instructional Coaches are responsible for ensuring high quality instruction in classrooms through modeling, co-planning, co-teaching and providing feedback to teachers.  The Instructional Coach will demonstrate and model a passion for urban education and display leadership
ESSENTIAL FUNCTIONS
The below statements are intended to describe the general nature and scope of work being performed by this position.  This is not a complete listing of all responsibilities, duties, and/or skills required.  Other duties may be assigned.
 
  • Model lessons in classrooms on a daily/weekly basis.
  • Support the instructional development of all teachers in understanding curriculum and varied assessments, best practices and data analysis.
  • Build strong relationships with teachers.
  • Provide direction and coordination for how the curriculum is taught consistent with recognized best instructional practices and the Science of Reading.
  • Provide technical support to collaborative teams within and between buildings.
  • Assist teachers with resources, materials, tools, information, etc. to support instruction and planning, including new resources.
  • Support teachers in using data to improve instruction on all levels.
  • Assist teachers with planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students.
  • Support teachers by helping with instructional delivery of ELA/Reading lessons by sharing multiple instructional strategies/processes with teachers during planning times.
  • Informally observe (non-evaluative) lessons and provide feedback for a teacher's professional growth and students' success.
  • Develop staff members' knowledge, skills, attitudes, and behaviors related to literacy acquisition through a variety of professional development targeted topics and designs.
  • Develop coaching plans with teachers to ensure student improvement.
  • Utilize Adult Learning Theory to motivate adult learners to improve professional practice.
  • Contribute to the development of systems and structures to improve teacher practice within schools.
  • Provide job-embedded informal professional learning beyond the coaching responsibility.
  • Submit a weekly coaching log and any pertinent data requests/coaching documentation.
 
SUPERVISORY RESPONSIBILITIES
 None
QUALIFICATIONS
The successful candidate is motivated by the mission to transform the Gary Community School Corporation into the nation's highest performing public school system.  This position offers the opportunity to have a profound and lasting impact on student learning and achievement.  Candidates must possess the following qualifications:
 
  • Bachelor's degree, Master's degree preferred
  • Certified in a teaching area relevant to literacy instruction
  • Three or more years of recent classroom experience teaching ELA/Reading
  • Deep ELA content knowledge and expertise in the Science of Reading
  • Proven ability to work cooperatively and effectively with colleagues, including the ability to create and nurture a professional community of adult learners
  • Demonstrated leadership qualities and strong interpersonal skills, including giving and receiving constructive feedback.
  • Proven ability in using student-level data to guide instructional decisions.
  • Demonstrated teacher leadership
  • Strong interpersonal skills
  • Models continual improvement, demonstrates lifelong learning, and applies new learning to help all students achieve.
  • Demonstrates evidence of professional growth, including leadership and participation in a wide range of significant professional development activities.
 
PERSONAL QUALITIES OF TOP CANDIDATES
  • Commitment to Equity:  Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
  • Leadership:  Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
  • Focus on Data-Driven Results:  Relentlessly pursues the improvement of school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
  • Innovative Problem-Solving:  Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
  • Adaptability:  Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.
  • Teamwork:  Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others.
  • Dependability:  Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed work plans, and balancing of multiple priorities.
  • Communication and Customer Service Skills:  Communicates clearly and compellingly with diverse stakeholders in both oral and written forms, anticipates and responds to customer needs in a high-quality and courteous manner.
  • Intended Outcomes and Success Measures: Improve student and teacher performance in targeted areas as identified. Increase in professional learning opportunities and participation. Teachers will become more reflective practitioners: supported as they utilize data to make decisions about instruction and planning.
 
Knowledge of:
 
  • Science of Reading.
                 
Skill in:
 
  • Using a computer and related software applications.
  • Using modern office equipment.
 
Ability to:
 
  • Establish and maintain effective working relationship with all clientele.
 
EDUCATION AND EXPERIENCE
A Bachelor's degree, Master's degree preferred. Successful teaching experience.  Demonstrate effective verbal and written communication skills.
  • Valid teaching license or is eligible for licensure.
  • At least 3 years of successful teaching experience.
 
CERTIFICATION
Professional Educators License
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Sedentary Work:  Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body.  Sedentary work involves sitting most of the time.  Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met.
Specific vision abilities required by this job include the ability to adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Required Testing                                                
  • Drug Test
  • Background Clearance
 
Terms of Employment
 
  • Coach will remain a member of the Collective Bargaining Agreement.
  • Salary in accordance with teacher's contract.
 
EQUAL OPPORTUNITY EMPLOYER








































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