Lower School Literacy And Language Interventionist Teacher

Primary Purpose of the Position
The Lower School Literacy and Language Interventionist Teacher plays a key role in supporting language and literacy development in our youngest learners. Serving both the Early Years program and Grades 1–2 English Language Learners (ELLs), this position is rooted in the belief that all children are capable, competent, and full of potential. At Graded, our Early Years approach is inspired by both Reggio and grounded in the Montessori approach. We value child-led exploration, independence, and the importance of carefully prepared environments. The specialist collaborates with classroom teachers to ensure early, responsive, and developmentally appropriate interventions that support each learner’s unique journey
Main Duties and Responsibilities
Deliver Responsive, Targeted Support
Provide small-group or individualized support in early language development and literacy, based on student needs, observations, and data.
Design and implement developmentally appropriate intervention plans that align with inquiry-based, play-centered learning and allow for flexibility based on the child’s readiness.
If needed, support ELL students in Grades 1 and 2 through structured language acquisition pull out groups that are meaningful, contextual, and connected to classroom learning experiences.
Collaborate, Co-Plan, Model and Co-Teach
Partner with Early Years to co-plan learning experiences that foster language acquisition and development, independence, and student agency.
Co-teach and model strategies that support language-rich environments and multilingual learners, drawing on both Reggio and Montessori practices.
Contribute to classroom environments that promote purposeful exploration, conversation, and expression—respecting the child’s pace and natural developmental stages.
Monitor Progress and Adjust Support
Use observation, documentation, and multiple data points to understand and track student growth in language and literacy.
Collaboratively reflect on student progress and adjust interventions as needed.
Keep clear, ongoing records of intervention plans, goals, and growth to inform instruction and team discussions.
Contribute actively to Student Support Team (SST) and Student Focused Conversations, bringing a language development lens to conversations around student strengths and needs.
Partner with Families
Collaborate with Homeroom teachers to build strong relationships with families, sharing strategies, updates, and celebrations in ways that are transparent and supportive.
Offer workshops to support language development at home, aligned with the school’s early learning philosophy and respect for the child’s natural progression.
Requirements
Certifications and Education
Bachelor’s or Master’s degree in Early Childhood Education, Language Development, TESOL, or a related field.
Valid teaching certification/license (U.S. or internationally recognized equivalent).
Experience
Minimum of five years of classroom or learning support teaching experience.
Proven experience implementing individualized or small-group interventions.
Familiarity with data-driven instruction and progress monitoring systems.
Experience collaborating in a multidisciplinary student support team.
Knowledge, Skills and Abilities
Strong understanding of differentiated instruction, learning disabilities, and language development.
Expertise in evidence-based literacy and numeracy intervention strategies.
Experience working in Reggio Emilia- and/or Montessori-inspired early learning environments.
Background in supporting early language development and literacy in multilingual settings.
Strong understanding of developmental stages, differentiated instruction, and inclusive classroom practices.
Ability to collaborate, co-teach, and model instructional strategies.
A reflective, flexible, and child-centered educator who values student voice and agency.