Full Year Long Term Substitute Title I Teacher ** 165 Days
License Preferred: Required: PreK-5 License or K-8 License; Preferred: K-12 Reading Endorsement
Rate: $150 per day (1-20 days) $175 (21-60 days) Teacher Salary Schedule (61st day forward)
Position Summary
Provide high-quality supplemental reading instruction and intervention services to students identified for Title I support. This position is responsible for delivering evidence-based literacy instruction aligned with the Science of Reading, implementing structured literacy interventions, monitoring student progress, and collaborating with classroom teachers and intervention teams to accelerate student achievement. The successful candidate will demonstrate a strong commitment to data-driven instruction and meeting the needs of diverse learners.
Essential Responsibilities
Instruction
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Provide direct, small-group, and individualized reading intervention to students receiving Title I services.
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Implement evidence-based structured literacy interventions with fidelity, including explicit, systematic instruction in phonemic awareness, phonics, fluency, vocabulary, comprehension, and written language.
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Differentiate instruction based on student needs and progress monitoring data.
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Utilize instructional practices aligned with the Science of Reading and district-approved literacy curricula.
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Create a positive, engaging learning environment that supports student growth and confidence.
Assessment and Data Collection
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Administer universal screening, diagnostic assessments, and progress monitoring measures according to district guidelines.
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Maintain accurate and timely records of student intervention services, assessment results, attendance, and progress.
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Analyze student data to adjust instruction and intervention intensity.
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Prepare reports and documentation required for Title I programming, Multi-Tiered System of Supports (MTSS), and building leadership.
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Participate in data meetings and collaborate with school staff to identify students requiring additional support.
Collaboration
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Collaborate regularly with classroom teachers, intervention specialists, instructional coaches, administrators, and support staff to coordinate instructional plans.
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Communicate student progress and intervention outcomes with families as appropriate.
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Participate in grade-level meetings, professional learning communities, and professional development activities as requested.
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Support district initiatives to improve literacy and student achievement.
Professional Responsibilities
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Maintain confidentiality of student records and information.
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Follow district policies, procedures, and state and federal Title I requirements.
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Perform other duties as assigned by the building principal or district administrator.
Qualifications
Required
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Valid Ohio teaching license appropriate for the assignment.
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Bachelor's degree in Education or a related field.
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Demonstrated knowledge of evidence-based literacy instruction aligned with the Science of Reading.
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Ability to implement structured literacy instruction and interventions.
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Strong organizational skills with the ability to maintain extensive student data and documentation.
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Effective communication, collaboration, and interpersonal skills.
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Ability to analyze assessment data and use results to guide instructional decisions.
Preferred
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Previous experience providing reading intervention, Title I services, or literacy instruction in an elementary setting.
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Training or certification as a Dyslexia Specialist, Certified Academic Language Practitioner (CALP), Certified Academic Language Therapist (CALT), Structured Literacy Classroom Teacher (SLCT), LETRS, Orton-Gillingham, IMSE, Wilson, AIM, or another recognized structured literacy program.
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Experience implementing interventions within an MTSS or Response to Intervention (RTI) framework.
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Experience administering and interpreting literacy screening and diagnostic assessments.
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Previous experience using student data management and progress monitoring systems.
Knowledge, Skills, and Abilities
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Deep understanding of structured literacy principles and the Science of Reading.
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Knowledge of characteristics of dyslexia and evidence-based instructional practices for students with reading difficulties.
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Ability to deliver explicit, systematic, cumulative, diagnostic, and responsive literacy instruction.
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Skill in collecting, organizing, and analyzing extensive student assessment and progress monitoring data.
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Ability to work collaboratively as a member of a multidisciplinary team.
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Strong problem-solving, time management, and organizational skills.
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Commitment to equitable learning opportunities and continuous student growth.
Physical Requirements
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Ability to perform the essential functions of the position with or without reasonable accommodation, including standing, walking, lifting instructional materials, and working with students in classroom and small-group settings.
Terms of Employment
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Long-Term Substitute
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Work calendar and assignment determined by district needs.
EQUAL OPPORTUNITY EMPLOYER
To assist the Mentor Board of Education in complying with the Americans with Disabilities Act, please inform us of any special needs you have so that we may make it possible for you to participate in the application for employment process. The Mentor Board of Education is an equal opportunity employer and does not discriminate on the basis of sex, race, religion, age, handicap, disability or national origin in employment and in the educational programs and activities that it operates. The Board reserves all legal rights relating to vacancies, including the right to fill by voluntary/involuntary transfer or newly-hired personnel, in accordance with negotiated procedures, and the right not to fill a posted vacancy.
Kathy Burnett
Director of Human Resources
