Reading Instructor Needed

The Black Children Reading Academy

About the Program

The Black Children Reading School is a small, intentional literacy program created to address a specific and urgent problem: Black American children are too often not explicitly taught how to read.

This program is not tutoring, homework help, or short-term intervention.
It is direct, systematic reading instruction grounded in the Science of Reading, delivered in a small-group setting with the goal of ensuring children become fluent, confident readers.

The initial launch will serve four 2nd-grade Black American students in a 4:1 student-to-teacher model, meeting multiple times per week. The program is self-financed and intentionally small to prioritize instructional quality, trust with families, and measurable outcomes.

The Role: Founding Teacher Partner

This is a foundational instructional role, not a traditional tutoring position. The Founding Teacher Partner will help deliver reading instruction during the program's launch phase and contribute to shaping how the program develops.

This role is ideal for:

• An elementary teacher, reading specialist, or literacy educator
  or
• An aspiring literacy educator with a strong desire to learn how to teach reading correctly using evidence-based methods

Who This Program Is For

The Black Children Reading School is explicitly designed to serve Black American children. The mission is grounded in the belief that literacy is foundational to agency, confidence, and long-term opportunity.

Applicants do not need to be Black, but they must:

• Respect and affirm the mission
• Be culturally responsive
• Understand the literacy gaps disproportionately affecting Black American children
• Be motivated by impact and purpose, not by a traditional salary structure

Instructional Focus

The Teacher Partner will:

• Provide explicit, systematic phonics-based reading instruction
• Use a Science of Reading–aligned curriculum
• Teach core skills including phonemic awareness, decoding, spelling, fluency, and early comprehension
• Work with a small, consistent group of four students
• Collaborate in selecting and finalizing the curriculum prior to launch

The Teacher Partner will play an active role in evaluating and selecting the instructional curriculum to ensure alignment with the Science of Reading and the specific needs of the students being served.

Partnership Mindset

This is not a traditional employee role. It is a teacher–founder partnership during the program's early stage.

The Teacher Partner will be viewed and treated as:

• A founding instructional contributor
• A collaborator in shaping routines, pacing, and instructional practices
• Someone helping build a model that can expand to serve more children

This role is best suited for an educator who:

• Values autonomy and trust
• Is willing to help build, not just execute
• Sees literacy as both instruction and responsibility

• 3–4 days per week
• 60 minutes per session
• All time spent teaching students is paid
• All time spent during the curriculum selection process is paid
  
   

• Lesson planning is paid
• Reviewing or grading student practice is paid
  
   

Because this is a self-financed startup, the role also includes a limited amount of unpaid contribution, specifically:

• Short weekly check-ins
• Personal professional development time
  
  
  • Teachers are expected to stay current on the most effective Science of Reading–aligned instructional practices
    
     

• Approximately 4–6 hours per week
• All direct instructional and academic preparation time compensated

As a revenue model is built and the program profitable, additional classes and paid hours are expected.

Because the core objective of this program is to teach children how to read — not to provide short-term tutoring — consistency and stability are essential.

This role requires:

• A minimum one-year commitment
• A minimum of 60 days written notice if the Teacher Partner intends to step away from the role
  
   

This notice period is necessary to ensure a qualified replacement can be identified and properly transitioned in order to avoid disrupting student progress.

This is not structured as a casual side hustle or temporary tutoring position. It is a professional commitment to a small group of children whose reading development depends on instructional consistency.

The integrity of the program rests on stability, trust with families, and sustained instructional support.

Here is the revised section:

This role is structured as a 1099 independent contractor position, not a W-2 employee role. The Teacher Partner will be compensated hourly for paid instructional and preparation time as outlined above.

Program Location

The exact instructional location is currently being finalized but will be in the North Sacramento area. The program will operate within one of the following zip codes:

• 95834
• 95833
• 95815
• 95838
• 95825
  
   

The final site will be confirmed prior to the program launch.

Contact- Elijah T Kajar

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