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The Literacy Interventionist prayerfully assists Middle and High School students (Grades 6–12) in overcoming adolescent literacy and reading challenges, equipping them with advanced decoding, comprehension, and academic writing skills that contribute to their overall academic success and development as mature, able, and responsible Christians to the praise and glory of God. As a born‑again Christian and college graduate certified or certifiable in secondary education, English, or reading who feels called by God to the teaching profession, this individual specializes in evidence‑based adolescent reading instruction, diagnostic literacy assessment, and targeted interventions for middle and high school students.

KEY RESPONSIBILITIES

• Spiritual Integration & Role Modeling: Integrate biblical principles and a Christian worldview into all literacy instruction, daily interactions, and learning activities to honor Christ and foster students' faith.

• Diagnostic Reading Assessment: Administer secondary diagnostic reading assessments to 6th–12th grade students to evaluate decoding, fluency, vocabulary acquisition, and text comprehension.

• Targeted Intervention Design: Design and execute age‑appropriate adolescent literacy intervention plans aligned with the Science of Reading for students requiring Tier 2 and Tier 3 support.

• Advanced Literacy Instruction: Instruct students in advanced reading strategies, text structure analysis, content‑area reading, morphological analysis, and academic writing.

• Progress Monitoring & Data Analysis: Monitor student growth regularly using secondary progress monitoring tools, adjusting intervention plans based on performance data.

• Teacher Collaboration & Strategy Support: Partner with 6th–12th grade subject‑area teachers (English, Science, History, Bible) to align literacy goals and embed disciplinary reading strategies into classroom coursework.

• Parent Communication: Maintain clear, consistent communication with parents regarding assessment results, intervention goals, progress updates, and home support strategies.

• Documentation & Learning Environment: Maintain accurate, confidential records of student intervention plans and data while cultivating an organized, respectful, and disciplined classroom environment.

REQUIRED PERSONAL QUALITIES

• Have received Jesus Christ as his/her personal Savior and Lord.
• Believe that the Bible is God’s Word and standard for faith and daily life.
• Be in whole-hearted agreement with the PCS Statement of Faith and Statement on Marriage and Sexuality.
• Serve as a Christian role model in attitude, speech, and actions toward others.
• Be a member in good standing at a local evangelical church whose doctrine agrees with the school’s Statement of Faith.
• Demonstrate the importance of Scripture study, prayer, witnessing, and unity in the Body of Christ.
• Recognize the role of parents as primarily responsible before God for their children’s education.

ADDITIONAL PERSONAL QUALITIES

• Be a role model in the character qualities of courtesy, flexibility, integrity, kindness, self‑control, perseverance, and punctuality.
• Meet everyday stress with emotional stability, objectivity, and optimism.
• Maintain a personal appearance that is a Christian role model of cleanliness, modesty, good taste, and agreement with school policy.
• Use acceptable English in written and oral communication. Speak with clear articulation.
• Respectfully submit and be loyal to the Head of School and Building Principal.
• Shall notify the Head of School and Upper School Principal of any policy he/she is unable to support.
• Refuse to use or circulate confidential information inappropriately.
• Place his/her responsibilities ahead of other jobs or volunteer activities.
• Make an effort to appreciate and understand the uniqueness of the community.

REQUIRED SKILLS / ABILITIES

• Functional expertise in adolescent literacy, secondary reading interventions, advanced morphology, content‑area vocabulary acquisition, and complex comprehension strategies.
• Ability to interpret diagnostic reading assessment data and translate results into targeted intervention plans for middle and high school students.
• Ability to build rapport with and motivate reluctant or struggling teenage readers.
• Ability to act with integrity, professionalism, and a high degree of confidentiality.
• Proficient with Microsoft Office Suite, instructional technology, educational software, and progress monitoring tools.
• Exceptional interpersonal and communication skills for effective partnership with parents, Upper School faculty, and administration.
• Knowledge of emergency procedures and active participation in safety drills in coordination with school leadership.

EDUCATION AND EXPERIENCE REQUIREMENTS

• Bachelor’s degree from an accredited college/university required (Secondary Education, English/Language Arts, Reading, or Special Education preferred).
• Master’s degree in Reading/Literacy, Secondary Education, or Special Education preferred.
• Three years’ successful English/Language Arts or Reading teaching experience in a 6–12 setting required; five preferred.
• Specialized certification or training in secondary reading interventions or Structured Literacy preferred.
• Christian testimony and regular church attendance.
• State teaching certification or ACSI certification required (or certifiable).

JOB COMPETENCIES

Attention to Detail: Follows established guidelines and procedures to ensure accuracy; gets work right despite pressing deadlines; concentrates on routine work details; organizes and maintains a system of records; is aware of surroundings and carefully monitors technical equipment or processes.

Commitment to Task: Demonstrates dependability and shows a sense of urgency about getting results; willing to commit the hours it takes to get the job completed; takes responsibility for actions and achieves results; overcomes obstacles.

Communication Skills: Presents ideas, concepts, and information effectively and clearly through the spoken and written word; actively listens; communicates comfortably with various audiences; responds effectively to questions; prepares clear, concise, and effective written communications; displays strong grammatical, spelling, composition, and proofreading skills.

Critical Thinking: Defines and resolves a situation or problem by analyzing issues involved, weighing options, and evaluating alternatives; maintains an objective attitude; approaches situations and problems systematically; uses observation, experience, reflection, and/or reasoning to drive educational success forward.

Flexibility: Adapts and changes course of action when appropriate; effectively transitions from task to task; deals well with unresolved situations, frequent change, delays, or unexpected events; maintains objectives amidst shifting priorities.

Functional and Technical Skills: Demonstrates the functional and technical knowledge and skills to perform the job at a satisfactory level; combines functional expertise and technical skills to effectively and efficiently accomplish tasks; adept and proficient with technology.

Initiative: Takes action proactively; addresses issues or opportunities without supervision; focuses on desired results and accomplishments; demonstrates clear purpose, enthusiasm, and a “can‑do” attitude.

Innovative and Creative: Looks for ways to improve oneself, the job, the project, the system, and the organization; challenges conventional practices; generates new ideas to create novel solutions to problems; evaluates new technology as a potential solution to existing problems.

Relationship Management: Initiates and develops relationships with others; demonstrates credibility; confronts conflict quickly and professionally; inspires confidence in others.

Self-Development: Is personally committed to and actively progresses to improve oneself; understands own strengths and limitations and works to optimize strengths; not afraid to ask for assistance; humble and driven in the pursuit to learn new skills; compensates for own weaknesses and limitations.

Teamwork: Works cooperatively with others to accomplish business goals and objectives; asks others for their ideas and opinions; supports the team’s decisions; contributes to the team’s efforts.

Time Management: Uses his/her time effectively and efficiently; values own time and respects others’ schedules; concentrates efforts on critical tasks and pressing priorities; works diligently within established work schedules, time constraints, and deadlines.

WORKING CONDITIONS: PHYSICAL ACTIVITY FREQUENCY

• Sitting - Frequent
• Standing - Frequent
• Walking - Frequent
• Reaching - Frequent
• Grasping - Frequent
• Lifting - Occasional
• Near Vision- Constant
• Far Vision - Frequent
• Hearing - Constant
• Talking - Constant

PORTLAND CHRISTIAN SCHOOL'S STATEMENT OF FAITH

1. We believe the Bible to be the inspired, and only infallible, authoritative, inerrant Word of God (II Timothy 3:15; II Peter 1:21).

2. We believe there is one God, eternally existent in three persons - Father, Son, and Holy Spirit (Genesis 1:1; Matthew 28:19; John 10:30).

3. We believe in the deity of Christ, His virgin birth, His sinless life, His miracles, His vicarious and atoning death, His resurrection, His ascension to the right hand of the Father, and His personal return in power and glory.

4. We believe that all people sin and can be saved only by God’s grace through faith in Christ crucified and raised from the dead.

5. We believe in the resurrection of both the saved and the lost.

6. We believe God created the sacrament of marriage to be the union of one man and one woman and is a reflection of Christ's relationship to our church.

7. We believe that God wonderfully created each person as distinctly male or female. These two distinct, complementary genders together reflect the image and nature of God.

8. We believe all human life is sacred and created by God in His image and is therefore to be defended, protected, and valued.

9. We believe in the spiritual unity of believers in our Lord Jesus Christ.

10. We believe in the present ministry of the Holy Spirit by whose indwelling the Christian is enabled to live a godly life.

11. We believe that Christians' top priorities are the Great Commandment and the Great Commission: that we should seek for ourselves and our students that we love the Lord with all our being and love our neighbor as ourselves and seek to make disciples of the Lord Jesus in all the world.

FINAL AUTHORITY FOR MATTERS OF BELIEF AND CONDUCT

This Statement of Faith does not exhaust the extent of our beliefs. The Bible itself, as the inspired and infallible Word of God that speaks with final authority concerning truth, morality and the proper conduct of mankind, is the sole and final source of all that we believe. For purposes of Portland Christian School’s faith, doctrine, practice, policy and discipline, our Board of Directors is the final interpretive authority on the Bible’s application.

STATE LAW AUTHORIZES THIS SCHOOL TO REQUIRE A CRIMINAL HISTORY BACKGROUND CHECK AND A LETTER, PROVIDED BY THE INDIVIDUAL, FROM THE CABINET FOR HEALTH AND FAMILY SERVICES STATING THE APPLICANT HAS NO ADMINISTRATIVE FINDINGS OF CHILD ABUSE OR NEGLECT FOUND THROUGH A BACKGROUND CHECK OF CHILD ABUSE AND NEGLECT RECORDS MAINTAINED BY THE CABINET FOR HEALTH AND FAMILY SERVICES.

Thrive is an equal opportunity employer