ADAMS COUNTY SCHOOL DISTRICT 14 Visa Sponsorship Jobs USA
Adams County School District 14 is a Colorado public school district with a consistent track record of H-1B visa sponsorship, primarily supporting educators and specialist roles. For international candidates in education, it represents a reliable pathway into U.S. classroom and support positions through verified visa sponsorship.
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Get Access To All JobsPosition Type:
Administration/Central Administration
Date Posted:
6/24/2026
Location:
Educational Support Services
JOB DESCRIPTION
JOB TITLE: Specialist Read Act and GT Achievement
FLSA STATUS: Exempt
REPORTS TO: Director of Academics
PAY GRADE: ADM-04
DAYS: 215
FUNDING: This position is Grant Funded
JOB ID & DATE: ADM-48 | June 2026
JOB PURPOSE SUMMARY
The READ Act & Gifted and Talented Specialist provides strategic leadership and direct support to improve early literacy outcomes and overall student achievement by implementing evidence-based acceleration and intervention systems. This role ensures full implementation and compliance with the Colorado READ Act while aligning curriculum, instruction, assessment, and professional learning to a cohesive district-wide literacy and achievement framework. This position bridges instructional leadership, MTSS systems, curriculum alignment, and targeted intervention, ensuring that all students—especially those identified with significant reading deficiencies—receive timely, effective, and research-based support to accelerate learning.
REQUIREMENTS
Education Level Details
Bachelor's Degree in Education or related field (required)
Master's Degree in Literacy, Curriculum & Instruction, or related field (preferred)
License / Certification Required
Must possess or qualify for a valid teaching license in the state of Colorado
Reading Specialist endorsement or certification (preferred)
Completed Colorado's required evidence-based reading training (Science of Reading/READ Act training).
Colorado Gifted Education Core Endorsement (Ages 4-21) or evidence of pursuing and the ability to receive within 24 months of hire one of the following endorsements: Core Gifted Endorsement, Gifted Specialist, or Gifted Director.
Work Experience Required
Minimum of five years of successful classroom teaching experience
Demonstrated expertise in reading
Other Skills and Abilities Required
Understanding of the READ Act and state literacy standards
Strong organizational and planning skills
Effective communication and collaboration skills to work with teachers, administrators, and parents
Commitment to staying current with best practices in reading instruction and research
Deep knowledge of the Science of Reading, literacy development, and assessment practices
Strong understanding of READ Act requirements, MTSS frameworks, RTI, and progress monitoring systems
Expertise in acceleration and intervention strategies (Tier I, II, III)
Strong data analysis and problem-solving skills
Ability to lead professional development and coach educators
FUNDING
This position may be fully or partially grant-funded and is dependent on the successful renewal of grants each year. Employment in this role is subject to the availability of grant funding. The district will make every effort to provide advance notice if funding is not realized.
EVALUATION
Performance will be evaluated annually in accordance with the provision of Adams County School District Board Policy, GCOA-Evaluation of Instructional Staff.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Major Read Act Responsibilities
- Lead and monitor district implementation of READ Act requirements, including identification, intervention, and reporting for students with significant reading deficiencies
- Oversee development, implementation, and monitoring of READ plans
- Ensure compliance with state literacy laws, reporting requirements, and district policies
- Support schools in aligning literacy practices to state standards and district expectations
Major Gifted and Talented Responsibilities
- Oversee and support the implementation of universal screening processes to identify gifted and talented students across all grade levels, ensuring equitable access and adherence to state guidelines.
- Collaborate with schools to ensure multiple measures (assessment data, classroom performance, observations, and portfolios) are utilized to identify advanced learners, including historically underrepresented populations.
- Monitor identification practices to ensure equity for multilingual learners, students with disabilities (twice exceptional), and students from diverse cultural and socioeconomic backgrounds. Support schools in removing barriers to identification and participation in advanced learning opportunities.
- Guide schools in developing, implementing, and monitoring Advanced Learning Plans (ALPs) to ensure they are standards-aligned, student-centered, and focused on measurable growth and achievement.
- Collaborate with school leaders and teachers to design and implement acceleration opportunities, including subject acceleration, compacting, enrichment pathways, and advanced coursework. Ensure opportunities align with student readiness and promote continuous academic growth.
- Support teachers in differentiating instruction to meet the needs of gifted and advanced learners through rigor, depth, complexity, and pacing. Provide coaching and modeling on instructional strategies that extend learning beyond grade-level expectations.
- Ensure gifted education is embedded within the district's Multi-Tiered System of Supports (MTSS), recognizing advanced learners as students requiring intentional support for continued growth. Align acceleration strategies with overall student achievement goals.
- Design and deliver professional learning to build educator capacity in identifying, supporting, and challenging gifted and advanced learners. Provide ongoing coaching to ensure effective implementation of advanced learning strategies in classrooms.
- Monitor the effectiveness of gifted and talented programming, including identification rates, student performance, and program implementation. Use data to refine practices and ensure alignment with district goals and state requirements.
- Collaborate with departments including Literacy, CLDE, Special Education, and MTSS to ensure alignment of services and supports for advanced learners, including twice-exceptional students.
- Provide communication, resources, and engagement opportunities for families to support understanding of gifted identification, programming, and student growth pathways.
- Collaborate with teachers and leaders to set measurable goals and monitor student progress
Program Evaluation & Continuous Improvement
- Evaluate the effectiveness of literacy, intervention, and acceleration programs
- Recommend improvements based on data, research, and district priorities
- Support grant implementation, monitoring, and reporting related to literacy initiatives
- Ensure alignment across departments (CLDE, Special Education, GT, MTSS)
Family & Community Engagement
- Collaborate with families to support student literacy development and achievement
- Provide resources and training to families on supporting reading at home
- Coordinate literacy events, workshops, and engagement opportunities
Professional Growth and Development
- Participate in staff development activities to improve job-related skills.
Policy, Reports, and Law
- Comply with policies established by Federal and State law, State Board of Education rule, and local Board Policy.
- Perform other duties as assigned by the building Principal and the Superintendent of Schools.
SUPERVISORY RESPONSIBILITIES
None
PHYSICAL REQUIREMENTS/WORKING CONDITIONS
The physical demands, work environment factors and mental functions described herein are representative of those that must be met by an employee to successfully perform the essential functions of this job.
Physical Demands: While performing the duties of this job, the employee is occasionally required to stand, climb or balance, stoop, kneel, crouch, or crawl. The employee must regularly lift and/or move up to 40 pounds.
Work Environment: While performing the duties of this job, the employee will work primarily in a usual office or school environment. The Employee may be required to work from a remote location in the event of a district shutdown or other event.
Mental Functions: While performing the duties of this job, the employee is regularly required to communicate, compare, analyze, coordinate, instruct, evaluate, and use interpersonal skills. Occasionally required to compile, copy, compute and negotiate.
TRANSPARENCY IN PAY AND BENEFITS
Adams 14 is committed to transparency in compensation and benefits and complies with Colorado's Equal Pay for Equal Work Act. We offer a competitive and comprehensive benefits package designed to support the health, financial security, and well-being of our employees.
Compensation for this position is $91,000 to $130,000 per year (2026-2027), based on verified experience and qualifications, and aligned with the Adams 14 salary schedule. This position is scheduled for 228 workdays annually. Additional compensation opportunities may be available through stipends or supplemental assignments, depending on job responsibilities.
Benefits include Paid Time Off (PTO), Medical, dental, and vision insurance plans, District contributions to Health Savings Accounts (HSA), Flexible Spending Accounts (FSA), Employee Assistance Program (EAP) with free and confidential support services, Wellness and preventive care programs. Voluntary coverage options for life insurance, accidental death and dismemberment (AD&D), critical illness, cancer care, legal assistance, and accident insurance are available for all full-time staff.
Retirement and voluntary benefits include membership in the Colorado Public Employees' Retirement Association (PERA) and optional retirement savings plans including 403(b) and 457(b).
For more detailed information, please review the Adams 14 Employee Benefits Guide, available on the District website.
Position Type:
Administration/Central Administration
Date Posted:
6/24/2026
Location:
Educational Support Services
JOB DESCRIPTION
JOB TITLE: Specialist Read Act and GT Achievement
FLSA STATUS: Exempt
REPORTS TO: Director of Academics
PAY GRADE: ADM-04
DAYS: 215
FUNDING: This position is Grant Funded
JOB ID & DATE: ADM-48 | June 2026
JOB PURPOSE SUMMARY
The READ Act & Gifted and Talented Specialist provides strategic leadership and direct support to improve early literacy outcomes and overall student achievement by implementing evidence-based acceleration and intervention systems. This role ensures full implementation and compliance with the Colorado READ Act while aligning curriculum, instruction, assessment, and professional learning to a cohesive district-wide literacy and achievement framework. This position bridges instructional leadership, MTSS systems, curriculum alignment, and targeted intervention, ensuring that all students—especially those identified with significant reading deficiencies—receive timely, effective, and research-based support to accelerate learning.
REQUIREMENTS
Education Level Details
Bachelor's Degree in Education or related field (required)
Master's Degree in Literacy, Curriculum & Instruction, or related field (preferred)
License / Certification Required
Must possess or qualify for a valid teaching license in the state of Colorado
Reading Specialist endorsement or certification (preferred)
Completed Colorado's required evidence-based reading training (Science of Reading/READ Act training).
Colorado Gifted Education Core Endorsement (Ages 4-21) or evidence of pursuing and the ability to receive within 24 months of hire one of the following endorsements: Core Gifted Endorsement, Gifted Specialist, or Gifted Director.
Work Experience Required
Minimum of five years of successful classroom teaching experience
Demonstrated expertise in reading
Other Skills and Abilities Required
Understanding of the READ Act and state literacy standards
Strong organizational and planning skills
Effective communication and collaboration skills to work with teachers, administrators, and parents
Commitment to staying current with best practices in reading instruction and research
Deep knowledge of the Science of Reading, literacy development, and assessment practices
Strong understanding of READ Act requirements, MTSS frameworks, RTI, and progress monitoring systems
Expertise in acceleration and intervention strategies (Tier I, II, III)
Strong data analysis and problem-solving skills
Ability to lead professional development and coach educators
FUNDING
This position may be fully or partially grant-funded and is dependent on the successful renewal of grants each year. Employment in this role is subject to the availability of grant funding. The district will make every effort to provide advance notice if funding is not realized.
EVALUATION
Performance will be evaluated annually in accordance with the provision of Adams County School District Board Policy, GCOA-Evaluation of Instructional Staff.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Major Read Act Responsibilities
- Lead and monitor district implementation of READ Act requirements, including identification, intervention, and reporting for students with significant reading deficiencies
- Oversee development, implementation, and monitoring of READ plans
- Ensure compliance with state literacy laws, reporting requirements, and district policies
- Support schools in aligning literacy practices to state standards and district expectations
Major Gifted and Talented Responsibilities
- Oversee and support the implementation of universal screening processes to identify gifted and talented students across all grade levels, ensuring equitable access and adherence to state guidelines.
- Collaborate with schools to ensure multiple measures (assessment data, classroom performance, observations, and portfolios) are utilized to identify advanced learners, including historically underrepresented populations.
- Monitor identification practices to ensure equity for multilingual learners, students with disabilities (twice exceptional), and students from diverse cultural and socioeconomic backgrounds. Support schools in removing barriers to identification and participation in advanced learning opportunities.
- Guide schools in developing, implementing, and monitoring Advanced Learning Plans (ALPs) to ensure they are standards-aligned, student-centered, and focused on measurable growth and achievement.
- Collaborate with school leaders and teachers to design and implement acceleration opportunities, including subject acceleration, compacting, enrichment pathways, and advanced coursework. Ensure opportunities align with student readiness and promote continuous academic growth.
- Support teachers in differentiating instruction to meet the needs of gifted and advanced learners through rigor, depth, complexity, and pacing. Provide coaching and modeling on instructional strategies that extend learning beyond grade-level expectations.
- Ensure gifted education is embedded within the district's Multi-Tiered System of Supports (MTSS), recognizing advanced learners as students requiring intentional support for continued growth. Align acceleration strategies with overall student achievement goals.
- Design and deliver professional learning to build educator capacity in identifying, supporting, and challenging gifted and advanced learners. Provide ongoing coaching to ensure effective implementation of advanced learning strategies in classrooms.
- Monitor the effectiveness of gifted and talented programming, including identification rates, student performance, and program implementation. Use data to refine practices and ensure alignment with district goals and state requirements.
- Collaborate with departments including Literacy, CLDE, Special Education, and MTSS to ensure alignment of services and supports for advanced learners, including twice-exceptional students.
- Provide communication, resources, and engagement opportunities for families to support understanding of gifted identification, programming, and student growth pathways.
- Collaborate with teachers and leaders to set measurable goals and monitor student progress
Program Evaluation & Continuous Improvement
- Evaluate the effectiveness of literacy, intervention, and acceleration programs
- Recommend improvements based on data, research, and district priorities
- Support grant implementation, monitoring, and reporting related to literacy initiatives
- Ensure alignment across departments (CLDE, Special Education, GT, MTSS)
Family & Community Engagement
- Collaborate with families to support student literacy development and achievement
- Provide resources and training to families on supporting reading at home
- Coordinate literacy events, workshops, and engagement opportunities
Professional Growth and Development
- Participate in staff development activities to improve job-related skills.
Policy, Reports, and Law
- Comply with policies established by Federal and State law, State Board of Education rule, and local Board Policy.
- Perform other duties as assigned by the building Principal and the Superintendent of Schools.
SUPERVISORY RESPONSIBILITIES
None
PHYSICAL REQUIREMENTS/WORKING CONDITIONS
The physical demands, work environment factors and mental functions described herein are representative of those that must be met by an employee to successfully perform the essential functions of this job.
Physical Demands: While performing the duties of this job, the employee is occasionally required to stand, climb or balance, stoop, kneel, crouch, or crawl. The employee must regularly lift and/or move up to 40 pounds.
Work Environment: While performing the duties of this job, the employee will work primarily in a usual office or school environment. The Employee may be required to work from a remote location in the event of a district shutdown or other event.
Mental Functions: While performing the duties of this job, the employee is regularly required to communicate, compare, analyze, coordinate, instruct, evaluate, and use interpersonal skills. Occasionally required to compile, copy, compute and negotiate.
TRANSPARENCY IN PAY AND BENEFITS
Adams 14 is committed to transparency in compensation and benefits and complies with Colorado's Equal Pay for Equal Work Act. We offer a competitive and comprehensive benefits package designed to support the health, financial security, and well-being of our employees.
Compensation for this position is $91,000 to $130,000 per year (2026-2027), based on verified experience and qualifications, and aligned with the Adams 14 salary schedule. This position is scheduled for 228 workdays annually. Additional compensation opportunities may be available through stipends or supplemental assignments, depending on job responsibilities.
Benefits include Paid Time Off (PTO), Medical, dental, and vision insurance plans, District contributions to Health Savings Accounts (HSA), Flexible Spending Accounts (FSA), Employee Assistance Program (EAP) with free and confidential support services, Wellness and preventive care programs. Voluntary coverage options for life insurance, accidental death and dismemberment (AD&D), critical illness, cancer care, legal assistance, and accident insurance are available for all full-time staff.
Retirement and voluntary benefits include membership in the Colorado Public Employees' Retirement Association (PERA) and optional retirement savings plans including 403(b) and 457(b).
For more detailed information, please review the Adams 14 Employee Benefits Guide, available on the District website.
Job Roles at ADAMS COUNTY SCHOOL DISTRICT 14
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Get Access To All JobsTips for Finding ADAMS COUNTY SCHOOL DISTRICT 14 Visa Sponsorship Jobs USA
Target teaching and specialist roles
Adams County School District 14's H-1B sponsorship history is concentrated in instructional and specialist positions. Focus your applications on roles that require a specific degree field, such as bilingual education, special education, or STEM subject areas.
Understand the school district's hiring calendar
Public school districts hire on an academic-year cycle. Adams County SD 14 typically posts teaching positions in late winter through spring, so submitting applications between February and April gives you the best chance of landing a sponsored role before fall semester.
Confirm your degree aligns with the posted subject area
H-1B sponsorship in K-12 education requires a specialty occupation. Your bachelor's degree or higher must directly correspond to the subject you're hired to teach. A mismatch between your credential and the role can delay or complicate sponsorship.
Use Migrate Mate to verify sponsorship history before applying
Not every school district sponsors visas consistently. Migrate Mate surfaces verified sponsors so you can filter by real sponsorship history, confirming Adams County SD 14's active track record before you invest time in the application process.
Be prepared to work with the district's HR and legal team
Public school districts typically coordinate H-1B filings through their HR department and an immigration attorney. Engage early with Adams County SD 14's HR office to understand their internal timeline, required documents, and whether they cover filing fees.
Bilingual and ESL candidates have an edge
Adams County SD 14 serves a large Spanish-speaking student population. International candidates with bilingual teaching credentials or ESL endorsements are particularly competitive, and these roles are among the most likely to receive H-1B sponsorship from the district.
Frequently Asked Questions
Does ADAMS COUNTY SCHOOL DISTRICT 14 sponsor H-1B visas?
Yes, Adams County School District 14 sponsors H-1B visas. The district has a consistent sponsorship track record, primarily supporting educators and instructional specialists in roles that qualify as specialty occupations. H-1B is the visa type the district uses for international hires, and their history indicates this is an established part of their hiring practice, not an isolated case.
Which roles at ADAMS COUNTY SCHOOL DISTRICT 14 are most likely to receive visa sponsorship?
Sponsorship at Adams County School District 14 is concentrated in teaching and instructional specialist roles, particularly positions requiring subject-specific degrees. Bilingual education, special education, and STEM subject teachers are among the most commonly sponsored. Roles that clearly qualify as specialty occupations under H-1B rules, where a specific bachelor's degree is a standard requirement, are the strongest candidates for sponsorship.
What is the typical sponsorship and hiring timeline at ADAMS COUNTY SCHOOL DISTRICT 14?
Adams County SD 14 follows a standard academic-year hiring cycle. Most teaching roles are posted between February and May for the following school year. Because H-1B petitions must be filed and approved before your start date, the district needs to identify sponsored candidates early enough to complete the Department of Labor and USCIS filing process, which can take several months without premium processing.
Does ADAMS COUNTY SCHOOL DISTRICT 14 sponsor Green Cards?
Based on available sponsorship data, Adams County School District 14's filings have been focused on H-1B visas rather than permanent residence sponsorship. Public school districts occasionally support Green Card applications for long-term employees, but this is less common and typically handled case by case. It's worth asking their HR department directly about permanent sponsorship options once you have an offer.
How do I find and apply for visa-sponsored jobs at ADAMS COUNTY SCHOOL DISTRICT 14?
The most reliable way to find verified sponsored positions at Adams County School District 14 is through Migrate Mate, which filters job listings by confirmed sponsorship history so you're not guessing. Once you identify a matching role, apply directly through the district and be upfront about your visa requirements in your initial outreach. School districts appreciate candidates who are transparent about sponsorship needs early in the process.