Summer Reading Lab Teacher, Rising Grades 3-5

The Summer Reading Lab Teacher is a specialized literacy interventionist whose work is diagnostic, intensive, and remediation-focused rather than enrichment-based. This role is designed to support rising Grades 3–5 students who demonstrate persistent challenges in foundational reading skills and benefit from explicit, evidence-based intervention. The teacher will work with students from a variety of schools across the San Francisco Bay Area, providing small-group Tier 2 and Tier 3 reading instruction grounded in the Science of Reading and Structured Literacy principles. Instruction emphasizes accurate word recognition, decoding, fluency, and comprehension through systematic, diagnostic teaching and continuous individualized feedback. The role requires deep expertise in reading development and experience supporting students with dyslexia and other language-based learning differences.  

Hours: Part-time, non-exempt (temporary summer position). Approximately 15–25 hours per week.

Reports to:  Director of Extended Day and Enrichment Programs

Required Qualifications: Bachelor’s degree in Education, Reading, or Special Education. providing reading instruction or intervention to elementary-aged students. Formal training in the Science of Reading and Structured Literacy. Demonstrated experience delivering Tier 2 and/or Tier 3 reading intervention. Experience working with students with dyslexia or language-based learning differences. 

The ideal candidate:

▪ Demonstrates deep understanding of reading development and evidence-based intervention

▪ Is skilled in diagnosing reading needs and adjusting instruction responsively in real time

▪ Values explicit, systematic instruction paired with supportive, confidence-building practice

▪ Holds high expectations while maintaining a warm, dignified, and student-centered approach

▪ Is reflective, precise, and attentive to student progress and response to instruction

▪ Is committed to equitable, inclusive, and strengths-based instructional practices 

Instructional Responsibilities:

Under the academic guidance of the Equity and Success Specialist, the Summer Reading Lab Teacher will:

▪ Deliver explicit, systematic Structured Literacy instruction in small groups

▪ Provide Tier 2 support through targeted, small-group instruction for students approaching grade-level expectations and/or provide Tier 3 support through intensive, highly scaffolded instruction for students with persistent reading difficulties

▪ Target word recognition, decoding, accuracy, fluency, and comprehension

▪ Use diagnostic teaching to identify and address skill gaps

▪ Provide frequent, individualized feedback to support skill consolidation

▪ Monitor progress and adjust instruction responsively

▪ Foster students’ confidence, stamina, and engagement with reading

Schedule and Time Commitments:

▪ Teachers are expected to arrive at least 30 minutes prior to the first teaching period and remain until all students from the final period are safely and promptly dismissed

▪ An additional 30 minutes of paid preparation time is included for each day

▪ Weekly schedules are consistent, with hours falling within the stated 15–25 hour range 

Professional and Collaborative Responsibilities:  

▪ Plan and deliver high-quality reading intervention lessons aligned with provided instructional resources

▪ Use diagnostic information to group students and target instruction effectively

▪ Document student progress using established methods and procedures

▪ Collaborate with the Director of Extended Day and Enrichment Programs and the Equity and Success Specialist as needed

▪ Communicate professionally with parents/guardians when required (templates and guidance provided)

▪ Uphold Hamlin’s commitment to equity, inclusion, and whole-child development 

Work Authorization Requirements:

• Clear the Department of Justice background screening (Livescan) 


• Authorized to work in the United States (I-9)


• Provide health (TB) clearance (an update is expected every four years) 

Expectation of Employee Civility and Commitment  

The Hamlin School seeks to hire employees who will support and implement the school’s mission and Creed* at all times. Hamlin employees are known for being compassionate, collaborative, and dedicated professionals who treat their colleagues and supervisors with respect and who take seriously the daily care of Hamlin students. Hamlin students are celebrated because of their curious minds, joyful work ethic, and intellectual tenacity in the classroom; that said, the school is convinced that ensuring the students’ academic growth is only one part of its work. All Hamlin employees, whatever their role or title may be, must pay close attention to the students’ social-emotional well-being, their physical and mental health, and their moral development. Hamlin employees are committed to their own professional growth; as such, they pay close attention to the research and innovations that impact teaching and learning. All employees are expected to be flexible thinkers and nimble actors in support of the school’s overarching strategic goals and daily commitment to academic and ethical excellence.

*The Hamlin Creed: Compassion; Courage, Honesty; Respect; Responsibility

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