Careers · Educational Consultant · K–8
We hire the coach the other coaches call.
Per diem. Grades K–8, in elementary and middle schools. New York City and partner districts nationwide. This description was written to attract a specific kind of expert: a master of the science of reading who can coach teachers and school leaders with equal command, and who knows high-quality instructional materials and MTSS from the inside. If it reads like your biography, we want your application today.
Verified impact, not activity
The team that went 11 for 11
300+ coaching days a year
About the Organization
Who we are
The Center for Student Achievement Solutions is a K–12 literacy consulting firm and NYC Reads partner serving 87 partner schools across 12 districts and 49,000 students, delivering 300+ coaching days a year. We equip school leaders and teachers to analyze, adapt, and grow, so every child has the opportunity to flourish. Our results are verified against benchmark source data, the standard we publish for ourselves and hold for every role on this team. Our consultant team is the lever behind every result we publish, including the District 32 portfolio where all 11 partner schools improved for three consecutive years.
Position summary
The Educational Consultant is a subject-matter expert in the science of reading who delivers job-embedded professional development and coaching across grades K–8, building teacher capacity and durable structured literacy practice in elementary and middle schools. The role coaches at every level of a building, from superintendents and principals to classroom teachers, works inside the district’s adopted high-quality instructional materials, and turns MTSS benchmark data into placement decisions, action plans, and verified student growth.
The Standard
This role is not for everyone. That is the point.
Our consultants are the lever behind every verified result we publish. We hold this role to five standards, and we hold them without apology.
You have lived the science of reading, not just studied it.
LETRS, Orton-Gillingham, Wilson, or equivalent structured literacy training, applied for years with real striving readers across elementary and middle school: students with dyslexia, multilingual learners, students with disabilities, and the adolescent readers still working on foundational skills in grades 6–8. Your expertise was earned at a small-group table.
You coach adults without diminishing them.
Teachers ask for more time with you. Principals invite you into their walkthroughs. You can sit with a superintendent in the morning and kneel beside a first-year teacher after lunch, and both leave sharper.
You know HQIM from the inside.
UFLI Foundations, Fundations, HMH Into Reading, Heggerty, Orton-Gillingham, CKLA: you have taught inside these high-quality instructional materials, not just heard of them, and you make the adopted curriculum work harder instead of selling a new one.
You read MTSS data like an X-ray.
Screening to diagnosis to placement to progress monitoring: you can take a benchmark file and turn it into named students, matched programs, and a start date. Data meetings you run end in decisions.
Excellence is your habit, not your aspiration.
Our core value is excellence in everything we do, and our people exceed expectations as a matter of routine. Your references will say this about you without being prompted.
The Work
What you will do
Serve as a subject-matter expert in the science of reading for superintendents, principals, instructional coaches, and teachers in grades K–8, from foundational skills in the elementary grades to vocabulary, fluency, and comprehension in the middle grades.
Run full job-embedded coaching cycles: model lessons, co-teach, observe, and debrief in reflective coaching conversations that change practice by Friday, not by June, in elementary and middle school classrooms alike.
Facilitate grade-team data meetings that move students: interpret screening and progress-monitoring data, build action plans, and regroup instruction inside the district’s adopted curriculum.
Co-plan with teachers: lessons, differentiation, intervention supports, and formative assessment for the students furthest from benchmark.
Report results the CSAS way: data reports traceable to benchmark source files, measuring changed teacher practice and student growth, the same standard we publish.
Qualifications
Required and preferred qualifications
Required
Master’s degree or higher in literacy, curriculum and instruction, early childhood education, education administration, or a related field
Structured literacy training: LETRS, Orton-Gillingham, Wilson, Reading First, or equivalent
Five or more years of successful teaching or administration within grades K–8 using a structured literacy approach
Three or more years facilitating professional development and coaching cycles with teachers and administrators
Deep working knowledge of high-quality instructional materials and MTSS data practices
Proven results with Title I students, multilingual learners, and students with disabilities
Fingerprinting through the PETS system for New York City assignments
Preferred
Structured literacy certification (LETRS, Orton-Gillingham, or Wilson certified)
Experience leading literacy initiatives at the district, state, or national level
Experience coaching both elementary and middle school educators
Familiarity with UFLI Foundations, Fundations, HMH Into Reading, Heggerty, and CKLA
Experience presenting to superintendents and executive leadership teams
Compensation & Benefits
What we offer
Competitive per diem compensation, agreed during the interview process. Client priority goals and performance metrics defined before every engagement. Structured training and ongoing calibration from the team that coaches the coaches. National reach across 87 partner schools, and work whose impact is verified against benchmark source data, so your results are believed because they are proven.
Our Hiring Process
Five steps, clearly communicated
Every application is reviewed by our leadership team against the standards in this description. Acknowledgment within ten business days.
A thirty-minute call on your experience, your core values, and mutual fit.
A deeper conversation with leadership, including a practical demonstration relevant to the role.
We speak with your three professional references. Finalists provide official transcripts where applicable.
A written offer, followed by structured onboarding and calibration with the CSAS team.
Apply
Read it twice. Then apply once, thoroughly.
If this description reads like your biography, we want to meet you. Submit your application online with: a detailed cover letter that names your core values and maps your experience to this role, your resume or CV, and contact information for three professional references. Finalists submit official transcripts. No phone calls, please; we respond to finalist candidates.
The Center for Student Achievement Solutions is an Equal Opportunity Employer committed to diversity, equity, and inclusive practices. We provide equal employment opportunities to all applicants and employees without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status. Applicants who require a reasonable accommodation to participate in the application or interview process may contact admin@c4sas.com. Requisition CSAS-2026-EC-01 · posted July 2026 · open on an ongoing basis.