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Reading Teacher
MISTAFF
Location : Reading, MI, 49274
Job Type : Full Time
Date Posted : 2 December 2025
MailReading Teacher
Deadline:January 6, 2026District/Organization:Grand Rapids Public SchoolsPosition/Type:Teacher, full timeSalary:44,916-74,296
Position DetailsTo perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were written out in this job description.
GRPS MISSION: Our mission is to ensure that all students are educated, self-directed and productive members of society.
Teacher – Reading
Department: Instruction
Bargaining Unit:Grand Rapids Education Association (GREA)
Salary:Determined by the collective bargaining agreement and a comprehensive benefits package
Direct Supervisor: Principal
JOB SUMMARY
The teacher will be responsible for providing technical expertise in reading instruction. The teacher will be responsible for ensuring that researched-based best practices are implemented in the appropriate grade levels. This will include conducting model/demonstration lessons in all classrooms, coaching and assisting teachers, designing lessons for teachers, and providing regular ongoing training in reading methods for all staff. The teacher will be responsible for testing students, diagnosing reading, problems working with students and recommending effective intervention strategies. Because of the difference between these positions and those of classroom teachers, these positions will require a 40-hour workweek in a flexible schedule to meet the needs of the school, staff and parents.
ESSENTIAL JOB FUNCTIONS
Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:
- Serve as a model and coach for all teachers and others (tutors, paraprofessionals, etc.) involved in implementing the program, fostering a climate of learning and support among teachers.
- Model effective instructional strategies and assessment techniques in all classrooms
- Assess and diagnose reading problems in students. Recommend effective intervention strategies.
- Work with identified emerging readers with researched-based intervention methods (e.g., Orton-Gillingham, Project Success, etc.)
- Plan and consult with teachers.
- Use a planning log for dialogue sessions with classroom teachers and Special Education staff to help maintain the focus on effective communication, evidence of professional growth, and instructional needs.
- Evaluate school-based reading progress.
- Make school and classroom decisions based on continuous progress monitoring of student and teacher data.
- Participate in quality professional development experiences such as workshops, study groups, action research and other opportunities developed by the district and grant, related to the five essential components of reading instruction. (The district will offer training opportunities that focus on the reading program, implementation, and student monitoring).
- Offer specialized literacy assistance for struggling readers.
- Regularly inform parents of progress using established school and district communication tools. (Reading First schools).
- With the principal, facilitate services of Michigan’s Reading First Facilitator. (Reading First schools).
- Attend LETRS training as scheduled by the grant. Dates will be announced – probably late summer and during school year. (Reading First schools).
- Attend all support meetings for the Reading Specialists.
QUALIFICATIONS
Education and Experience:
- Master’s degree in Reading or Language Arts, or
- State of Michigan certification appropriate to the grade level in Reading or Language Arts, or
- At least two years of successful experience in a GRPS Title I or II Reading Specialist or Shared Time Reading position.
Knowledge, Skills, and Abilities:
- Demonstrate knowledge of current best practices in reading theory and practice.
- Have a minimum of 4 years’ experience as a successful primary classroom teacher.
- Have experience as a building teacher-leader.
- Bilingual preferred (in building with high bilingual populations).
- Be skilled in the assessment and diagnosis of student reading difficulties. Be familiar in the use of a range of diagnostic reading assessments.
ADA REQUIREMENTS
The physical demands, work environment factors, and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
PHYSICAL DEMANDS
While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, and hear (in a quiet or noisy environment). The employee must occasionally lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision and ability to adjust/focus.
WORK ENVIRONMENT
The noise level in the work environment is usually moderate. Work is performed indoors although there will be required outdoor activities. The employee is directly responsible for the safety, well-being, and work output of students.
MENTAL FUNCTIONS
While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.
Non-Discrimination
The Grand Rapids Public Schools will not discriminateagainst any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.
Americans with Disabilities Act accommodations: Assistance with the application process may be requested through the Human Resources Department at (616) 819-2022or humanresources@grps.org.
E-mail:careers@grps.orgWebsite:Link
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Freqently Asked Questions
Holding a Michigan state certification related to reading or language arts significantly improves job prospects in Reading, MI. Additionally, advanced credentials like a master's in reading or literacy coaching can set candidates apart in the competitive Grand Rapids public schools environment.
Reading, MI, part of the Grand Rapids school district, shows steady demand for skilled reading instructors due to its focus on literacy improvement programs. Compared to larger urban centers, there may be fewer openings, but specialized expertise in reading intervention is highly valued locally.
Educators here navigate varied student literacy levels, requiring tailored intervention strategies. Collaborating closely with paraprofessionals and specialists, teachers must adapt to diverse learning needs while employing evidence-based reading methods such as Orton-Gillingham to ensure measurable progress.
MISTAFF's Reading Teachers often juggle coaching responsibilities, offering model lessons and ongoing staff training, unlike typical classroom roles. This position demands flexible scheduling to support teachers, diagnose student reading issues, and implement district-wide literacy initiatives.
MISTAFF emphasizes professional development, encouraging Reading Teachers to engage in workshops and action research. Opportunities to become building teacher-leaders or literacy coaches are fostered, offering pathways for advancement in the education sector.
According to the Grand Rapids Public Schools collective bargaining agreement, salaries range from approximately $44,916 to $74,296 annually. This reflects experience and qualifications, aligning with regional standards for specialized reading instruction roles.
Given the area's diverse student population, bilingual skills—especially in languages prevalent locally—are preferred. Such capabilities enhance communication with students and families, increasing effectiveness of reading interventions and community engagement.
Daily tasks include conducting reading assessments, designing intervention plans, coaching fellow educators, and facilitating training sessions. Reading Teachers also regularly monitor student progress, communicate with parents, and adapt strategies to meet evolving literacy needs.
The role requires a 40-hour workweek with flexibility to meet school and family needs, including attending training and meetings outside typical hours. While demanding, this schedule supports personalized instruction and collaboration without rigid constraints.
Having at least four years in primary classrooms equips educators with practical insight into student learning behaviors. This background aids in creating relevant reading strategies and fosters credibility when coaching peers and implementing literacy programs.
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