Beginning August 2024

DAVIE COUNTY SCHOOLS JOB DESCRIPTION

INTERVENTION SPECIALIST (GRADES 6-9)

GENERAL STATEMENT OF JOB

Under general supervision, the employee is responsible for supporting student achievement in the areas of literacy and mathematics, with special attention to Tier II/Supplemental and Tier III/Intensive instruction. An intervention specialist performs a variety of tasks in coordinating the successful implementation of individual and/or small group, research-based interventions. This position is also responsible for monitoring, reporting, and communicating student progress and performance and may provide support or professional development in literacy instruction, math instruction, and instructional technology for classroom teachers and instructional assistants. Employee reports to the school administrator(s).

SPECIFIC DUTIES AND RESPONSIBILITIES

ESSENTIAL JOB FUNCTIONS

Performs duties outlined in the Job Description of a Teacher, including managing instructional time, managing student behavior, planning and facilitating instruction, monitoring student performance, providing instructional feedback, interacting effectively within the educational environment, and performing non-instructional duties as assigned or needed.

Meets and plans regularly with school administrators, instructional support staff, and teachers to monitor and support instruction in reading/literacy and math, including the use of technology-based interventions.

Provides high-quality literacy and/or mathematics instruction to small groups of students.

Assesses and evaluates data of individual students to determine level of need.

Collaborates and communicates with teachers, administrators, and families to help identify best practices, strategies and activities to enhance the reading and math skills of individual and small groups of students. Attends Professional Learning Team (PLT) meetings as schedule allows.

Uses data to provide research-based interventions and instruction to students; maintains data-based documentation of continuous monitoring of student performance and progress.

May assist with professional development of staff through training, modeling, and mentoring.

Participates in district meetings and ongoing professional development to improve personal knowledge and skills.

Performs other related work as required.

KNOWLEDGE, SKILLS, AND ABILITIES

• Masterful knowledge of curriculum and instruction
• Ability to develop and maintain trust, positive rapport, and effective working relationships with students, families, and staff and to maintain confidentiality
• Exceptional collaboration and communication skills, both oral and written
• Strong instructional skills resulting in student growth
• Good technical skills with technology/equipment, computer applications/programs, and presentation tools
• Ability to collect, analyze, and maintain accurate records and statistical data and to develop meaningful reports from that information
• Expertise in planning and evaluating strategies for improving instruction
• Ability to motivate students and monitor their safety and well-being
• Demonstrated aptitude for leadership

MINIMUM TRAINING AND EXPERIENCE

Bachelor’s degree with experience in reading/literacy and/or math instruction. Proven record of excellence as a classroom teacher with 3-5 years of experience preferred. Advanced degree/certification and/or experience as leading professional development preferred but not required.

SPECIAL REQUIREMENTS

Must hold an active NC Teaching License and a valid NC Driver’s License.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of equipment, classroom tools, and technology. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

Conceptual Awareness: Requires the ability to observe, compare, and contrast various people, data, or items.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving information from colleagues and directions from supervisors; includes giving instructions or assignments to instructional assistants.

Language Ability: Requires the ability to read and prepare a variety of instructional materials, correspondence, reports, handbooks, forms, plans, lists, etc. with prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control, and confidence.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra, descriptive statistics, and statistical inference.

Visual and Form/Spatial Aptitude: Requires visual acuity to complete essential duties, including the ability to conceptualize visual representations, size, shape, and color.

Motor Coordination & Dexterity: Requires the ability to coordinate hands and eyes rapidly and accurately. Must have minimal levels of eye/hand/foot coordination.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.