About the School
Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves.
Today, the School’s philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.’s and the nation’s most dynamic educational institutions.
Since the school’s founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus.

ABOUT THE POSITION

We are seeking a part-time appropriately qualified and experienced Lower School Literacy Specialist to join our faculty for the 2025-2026 school year. The position will lead our roll-out of a new literacy approach and writing curriculum as well as continue our progress with implementing Orton Gillingham. The successful candidate will be a thoughtful and inspiring educator, keen to work with colleagues, students, and their parents in a student-centered, highly collaborative, inclusive, future-focused, learning environment. The Literacy Learning Specialist will be a part of the Learning Services team focused on teacher and student support. The primary focus for the year will be in supporting teachers in curriculum development and alignment, and leading successful implementation of a new Literacy approach across the division, and to coordinate with the other Learning Specialists around Literacy Interventions.
Division: Lower School
Department: Learning Services
Reports to: the Director of Learning Services and the Lower School Principal
Location: On-site at 4200 Davenport Street, NW, Washington, DC
Date: August 18, 2025
Type of Opportunity: part-time, permanent
FLSA Status: Exempt
Compensation: $45,000-52,500 prorated annual salary, based on experience
Note: Applications will be reviewed on a rolling basis.

REQUIREMENTS:

• Masters in Special Education or related field required
• 
  Experience in Literacy/ELA Curriculum Development and Implementation required
• 
  Special Education Certification and experience differentiating instruction for a variety of student needs preferred
• 
  Extensive experience coaching teachers preferred
• 
  Specific experience with Orton Gillingham and Writing Revolution a plus

SKILLS:

• Creates a safe, collaborative learning environment that aligns with the school’s equity-driven mission.
• 
  Demonstrates a solid knowledge base of diversity (e.g. race, class, ethnicity, gender, ability) and experience working with a diverse student population and incorporating that knowledge into their culturally, and historically relevant instruction.
• 
  Strong knowledge of literacy development, including phonics, vocabulary, fluency, comprehension, and writing skills.
• 
  Experience with a range of literacy intervention strategies and programs (e.g., RTI, Fountas & Pinnell, etc.).
• 
  Experience with developing and aligning literacy curriculum
• 
  Strong knowledge of using observations/assessment data to inform teaching and improve learning, and to set individual learning goals.
• 
  Familiarity with current trends in literacy instruction and curriculum design.
• 
  Excellent communication, collaboration, and organizational skills.
• 
  Ability to work effectively with students, teachers, parents, and administrators.
• 
  Passion for fostering a love of reading and writing in young learners.
• 
  Familiar with, and committed to, the use of positive behavior interventions and supports
• 
  Leverages technology, in support of the learning community.
• 
  Is flexible, innovative, and solution-focused.
• 
  Demonstrates a commitment to ongoing professional learning.

ADDITIONAL RESPONSIBILITIES:

• Occasional evening or weekend work for professional development or school events