Jobs and Careers

Middle School Reading Intervention Teacher-Intensive Reading (IR) 2025-2026

United Statesfull_timeVerifiedPosted 24 May 2026

💰 $53,000/yr

About the role

ABOUT OUR DISTRICT:

The Syracuse City School District is undergoing a new phase of innovation and transformation with the goal of ensuring that all students graduate high school with the skills needed to be ready for college and career. For Syracuse, all means all - including students who fall behind academically or have been considered "hard to support" for a host of reasons. The School Board and Syracuse community have charged the Superintendent with improving student achievement, and he is seeking a dedicated and diverse team of school leaders and teachers to partner with him in moving the district toward its goals. The Syracuse City School District represents 34 schools and 4 alternative education programs, serving 19,000+ students Pre-K-12 of whom 77% qualify for free or reduced-price lunch, 18% are served by the Office of Special Education and 78% are students of color.

JOB DESCRIPTION:

The Superintendent is committed to significantly improving the reading achievement of all SCSD students. Currently, far too many of our students are in need of intensive academic intervention in reading.

Intensive Reading (IR)Middle School Intervention Teachers' primary role is to address foundational skill gaps for students who are currently reading several years below grade level as indicated by multiple data sources. IR Teachers will deliver evidence-based reading intervention to groups of students based on targeted needs as identified by recommended diagnostic assessments. These Teachers will be a member of the school's staff and will perform all of the regular duties associated with a classroom teacher. In addition, these teachers will be required to regularly attend rigorous professional development sessions that will occur outside of the regular school day and in the summer. They will also be expected to monitor and report on student progress as directed by the Director of English Language Arts or the Chief Academic Officer.

Reading intervention is about more than extra supports or additional time; it is about transforming children's futures. For this position, we are seeking passionate educators who will commit to teaching struggling adolescent readers with determination, purpose, integrity, and intensity.

REPORTS TO: Director of English Language Arts or Designee

DUTIES AND RESPONSIBILITIES:

Personal/Professional Qualities:

Possesses a sense of urgency and relentlessness in the pursuit of student success
Is reflective, self-aware, adaptable, and open to challenges to current core beliefs and/or practices related to education, specifically literacy instruction and learning
Thinks critically and is solution-oriented
Takes initiative
Communicates effectively to a variety of stakeholders
Maintains meticulous records and adheres to guidelines and deadlines

Professional Responsibilities:

Content Expertise:

Possess previous knowledge/experience (or willingness to learn) around:
Research-based models or reading
Skills progression of learning to read and phonics-based knowledge& skills
Research-based strategies for development of word recognition and language/text comprehension strategies.
Literacy screening, diagnostic, and progress monitoring tools and data analysis procedures
Knowledge of Next Generation ELA Grade-Level Standards
Attend Professional development recommended or required by the supervisor, this includes professional development that may take place outside of regular school hours, over the summer, and online. Attendance at professional development outside of regular school hours will be compensated at the Unit 1 hourly rate for extension of service.

Planning/Instruction:

Deliver targeted literacy intervention to 5 classes of 9th graders daily using evidence-based strategies and resources as identified by district instructional leads
Utilize planning tools and instructional resources provided by the department of English Language Arts
For groups of students, set short and long term learning goals and targets; plan targeted instruction matched to student need

Assessment:

Administer and interpret appropriate assessments of various types (screening, diagnostic, progress monitoring, etc.)
Utilize effective formative assessment strategies during instruction, providing corrective feedback appropriately throughout lessons

Record-Keeping: