Homeroom Teacher
$100,000 USD/year Pay is set based on global value, not the local market. Most roles = hourly rate x 40 hrs x 50 weeks 

Multiple Locations, US
8:00 - 5:00 M-F
In-person
full-time (40 hrs/week)
Long-term role

Homeroom Teacher   $100,000 USD/year

Description

  • $100,000 annual salary, paid weekly, including health, dental, and vision coverage from day one
  • 40-hour work week over five days, on-site at a single Alpha campus, relocation assistance available

You recognize a miscue and can identify the underlying gap: the vowel pattern she never mastered, the blend he relies on guessing to navigate. That skill matters here every single day. The harder part comes immediately after—when a six-year-old sits in front of you on the verge of tears, and the correct response is almost always something other than giving them the answer.

Alpha operates nothing like the schools where you received your training. Students complete their full academic core in approximately two hours each morning through independent work on AI-adaptive applications—no lectures, no textbooks, no curriculum pacing guides. Life-skills workshops occupy the remainder of the day. Adults in this environment are known as Guides, not teachers, and the distinction is substantive: you are not responsible for content delivery. Your role is ensuring students complete their work, remain motivated to do so, and receive support when the app cannot resolve their difficulty.

You remain with the same group of students throughout the entire day: morning launch through closing, including core learning, workshops, lunch, recess, and check-chart sessions. This level of contact reveals information that formal assessments cannot capture. Within two weeks, you will identify which student is simulating fluency—reading the page smoothly because she has it memorized from Monday, not because she possesses decoding skills.

Once you locate the gap, no barriers exist between identification and intervention. No referral process, no committee review, no waiting list. You convene two to four students and deliver a fifteen-minute workshop designed specifically for that error pattern—phoneme-grapheme correspondence, blending practice, decodable passages, whatever the situation requires—verify transfer has occurred, and return them to independent work.

You are not constructing lesson plans for twenty-four children late into the night. Your planning is targeted and assessment-driven: identifying who requires your attention tomorrow and determining what will produce measurable progress. You maintain the daily objective without quietly adjusting it downward, because parents review weekly data and will expect you to identify the specific gap.

Alpha continues opening campuses nationally, and the constraint is personnel capable of executing this model effectively. Those who demonstrate proficiency participate in hiring and training subsequent Guides and develop programming implemented across other campuses. Some advance to lead positions coaching teams, where the diagnostic thinking underlying the literacy work becomes the primary function. That trajectory is earned through performance, not granted at hire.

Your resume alone will not determine the outcome. If your strengths in this work have never translated cleanly to paper, that is precisely the point.

We conduct national recruitment, so job listings may appear in nearby cities without current campus locations. Active openings:

  • AZ - Phoenix
  • OK - Oklahoma City and Tulsa
  • TX - Dallas, Fort Worth (Keller), Plano, and The Woodlands
  • UT - Park City (Salt Lake City)

Interested in an Alpha campus not listed? Submit your application, specify your preferred location, and we will direct you to the appropriate opening.

What you will be doing

  • Delivering targeted structured-literacy workshops to groups of two to four students—identifying phonics or decoding gaps through running records and fluency assessments, designing instructional sequences to address them, and verifying transfer occurred
  • Guiding students through app-based core curriculum: identifying when students have reached an impasse, posing questions that enable progress, maintaining daily objectives
  • Facilitating morning launch sequences, life-skills workshops, and check-chart routines that sustain engagement with six-year-olds
  • Motivating students toward weekly app targets using school currency systems, leaderboards, and age-appropriate gamification
  • Remaining with your students through lunch, recess, and closing routines, addressing resistance and frustration with individualized strategies for each child

What you will NOT be doing

  • Developing full-class lesson plans nightly. Your planning is diagnostic and targeted
  • Operating a pull-out intervention caseload from a separate room. Reading groups represent approximately ten percent of your week and occur within the regular day, not parallel to it
  • Implementing a commercial program with adherence to an external scope and sequence
  • Drafting IEPs and 504 plans, managing testing documentation, or participating in curriculum committees
  • Transferring students to other staff during prep periods. You remain with them from launch through closing

Key responsibilities

Ensure every K-3 student reaches their daily learning objectives, and eliminate the reading gaps that prevent independent progress toward those objectives.

Candidate requirements

  • Willing to work on-site at one of the campuses listed above, relocation support provided
  • Minimum 3 years of direct experience working with children ages 4-9: teaching, coaching, tutoring, camps, youth programs, children's theater, or comparable environments where children participated because of your presence
  • Minimum 2 years of that experience specifically teaching reading in grades K-3, occurring within the last 5 years
  • Completed structured-literacy training program: LETRS, IMSE, Orton-Gillingham, Wilson Reading System, Fundations, UFLI, CERI, Neuhaus, SIPPS, Really Great Reading, or equivalent; or master's degree in reading or literacy
  • Bachelor's degree in any field. Teaching certification is not required
  • Comfortable allocating approximately 90% of your time to guiding students through app-based learning, workshops, and campus routines, with 10% dedicated to reading sessions
  • Willing to support all K-3 students, not exclusively struggling readers
  • Legally authorized for employment in the US without requiring visa sponsorship

Nice to have

  • You can maintain engagement in a room of six-year-olds using only your energy and a well-designed activity
  • Fatigued children consistently returned to your after-school or summer programs
  • Familiarity with reading platforms (Amira, Lexia, i-Ready) or diagnostic assessment tools (DRA, DIBELS, AIMSweb)
  • You can identify a specific child whose decoding skills you improved and describe your methodology
  • You have experience in non-traditional educational models: charter schools, micro-schools, Montessori, or hybrid programs

Meet a successful candidate

Watch Interview
Holly Haygood
Holly  |  LL Guide and Reading Specialist
United States

Holly spent years helping students build skills that don’t always show up on a report card - confidence, planning, independence, and the bel...

Meet Holly

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