Reading Clinic Mentor Teacher

Reading Clinic Mentor Teacher

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Please see Special Instructions for more details.

 Position Information 

Position Title:  | Reading Clinic Mentor Teacher
Working Title:  | Reading Clinic Mentor Teacher
Position Number:  |
Full-time or Part-time:  | Part Time
Time Limited Position:  | No
Number of Vacancies:  | Multiple Vacancies
Department:  | Temporary Pools - College of Education
Posting Number:  | 0402603
SHRA/EHRA:  |
Job Category:  | Temporary
Hiring Range:  | $1,000 per month
Overall Position Competency:  | Temporary

Primary Purpose of the Organization:  | The FSU Reading Clinic provides the delivery of high-quality, evidence-based literacy instruction to K–5 students. Licensed educators also provide mentoring and coordination of student tutors enrolled in teacher preparation programs ensuring instructional fidelity, data-driven decision-making, and meaningful family engagement aligned with Title III goals.

Primary Purpose of the Position:  | The Reading Clinic Mentor Teacher provides instructional leadership, direction, and coaching within the Fayetteville State University Reading Clinic. This position supports the delivery of high-quality, evidence-based literacy instruction to K–5 students while mentoring and overseeing student tutors enrolled in teacher preparation programs. The Reading Clinic Mentor Teacher plays a critical role in ensuring instructional fidelity, data-driven decision-making, and meaningful family engagement aligned with Title III goals.

Ensure tutoring activities comply with: University policies, child safety and confidentiality requirements, and Title III grant guidelines. Maintain accurate documentation related to: student attendance, instructional activities, and assessment data. Support program evaluation and reporting requirements Assist in the development and facilitation of family literacy workshops Support student tutors in preparing family-friendly instructional materials and resources. Communicate respectfully and professionally with families regarding literacy strategies and student progress, as appropriate.
Minimum Education and Experience Requirements:  | Have a current or previously held North Carolina teaching license (or equivalent) Have a Bachelor’s degree in: Elementary Education, Reading/Literacy, Special Education, or related field Demonstrated experience teaching literacy in grades K – 5 Strong knowledge of: Evidence based, Science of Reading literacy instruction, assessment and progress monitoring, and differentiated instruction

Knowledge skills and abilities:  | Evidence-based literacy instruction and intervention practices Foundational reading components (phonological awareness, phonics, fluency, vocabulary, comprehension) Child development and learning differences in K–5 students Literacy assessment and progress monitoring practices Family literacy and culturally responsive engagement practices Professional and ethical standards related to working with children and families Supervising and mentoring pre-service and graduate-level teacher candidates Modeling effective literacy instruction and instructional decision-making Observing instruction and providing constructive, actionable feedback Using student data to guide instructional adjustments Communicating clearly and professionally with students, families, and staff Collaborating with faculty and clinic personnel Ability to support consistent implementation of structured literacy lessons Ability to coach and support developing educators in a clinical setting Ability to adapt instruction to meet diverse learner needs Ability to maintain confidentiality and comply with program and grant requirements Ability to manage time, documentation, and multiple responsibilities Ability to foster a supportive, respectful learning environment

Preferred Qualifications:  | Master’s degree in Reading, Literacy, Curriculum & Instruction, or Special Education Experience mentoring or supervising pre-service teachers Training and familiarity with: Science of Reading frameworks, literacy intervention programs, and family literacy and community outreach Bilingual skills (preferred, not required)

Special Instructions to Applicants:  | The application must be completed in full detail (including work history) for your qualifications to be considered.
Failure to complete the application completely may result in you not being considered for the vacant position.

Notice to Applicants:  | Please make sure that the work history listed on your application is identical to the work history listed on your resume. The application must be filled out completely, Do Not Use the phrase “see resume.”

Please list at least three (3) professional references to include a current supervisor. References will only be contact if you are selected for the position and with your permission.

Closing Date:  |
Open Until Filled:  | Yes
Other Information:  | If no applicants apply who meet the required competency level and training & experience requirements, then management may consider other applicants. Salary would be determined based on competencies, equity, budget, and market considerations.
EEO Statement:  | This position is subject to the successful completion of an employment background check. An employment background check includes a criminal background check, employment verification, reference checks, license verification (if applicable), academic verification and credit history check (if applicable).

Fayetteville State University is committed to equality of educational opportunity and employment and does not discriminate against applicants, students, or employees based on race, color, national origin, religion, sex, gender identity,sexual orientation, age, disability, genetic information or veteran status. Moreover, Fayetteville State University values diversity and actively seeks to recruit talented students, faculty, and staff from diverse backgrounds.
Veteran's Statement:  | Fayetteville State University is a VEVRAA Federal Contractor and seeks priority referrals of protected veterans for our openings.
Quick Link  | https://jobs.uncfsu.edu/postings/28127

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