Interventionist Teacher 26/27 School Year

This position will be primarily supporting Grades 3-6 in the area of Literacy, but may support other grades/subjects within grades K-6 as needed.

In collaboration with the content coordinators, the Intervention Teacher develops and provides individual or small group instruction to students who require additional academic support. Additionally, the intervention teacher is responsible for monitoring, reporting, and communicating student progress and performance. This individual is committed to the Atlantis Charter School Board of Trustee’s policies regarding equity, human rights and cross-cultural understanding and reports directly to the Lower School Principal.

Atlantis Charter School is committed to recruiting, employing, training, promoting and compensating a diverse team. We will honor and celebrate your experiences, perspectives and unique identity. Together, our community strives to create and maintain working and learning environments that are inclusive, equitable and welcoming.

Qualifications

• Bachelor’s Degree in Education required.
• Valid Teaching License recognized by the Massachusetts Department of Elementary and Secondary Education or evidence of eligibility to obtain such licensure within one year of employment.
• At least one year of teaching experience is preferred.
• Experience developing curriculum and engaging lesson plans preferred.
• Proficient with technology (Microsoft Office, Google Suite, online instructional websites)
• Strong organizational skills and ability to prioritize workload to meet deadlines.
• Strong communication skills, both written and spoken.
• Ability to relate well to others and to work as part of a team.
  
  

Roles And Responsibilities

While actual roles and responsibilities will vary depending on individual circumstances, teachers will generally be required to perform some or all of the following tasks. Note that this list is not all-inclusive and that the administrator may also assign other tasks they deem appropriate.

Adherence to MA Curriculum Frameworks and ACS Curriculum

• Addresses learning standards in a clear and concise manner;
• Consistently makes specific verbal references to learning standards;
• Makes explicit connections with learning standards from lesson to lesson;
• Demonstrates expectations of student achievement by giving students concrete examples/models of high quality products that represent mastery of the learning standards;
• Gives students descriptions, verbally and/or in writing, in age appropriate language, of what constitutes a high quality product;
  
  

Efficient Organization and Execution of Lesson Plans

• Creates well-planned and organized intervention lessons, which include clearly stated objectives connected with the learning standards;
• In conjunction with instructional staff and content coordinators, provides input for program development;
• Communicates lesson objectives, verbally and/or in writing, in age appropriate language and ensures all components of the lesson contribute to the lesson objectives and to the mastery of the standard(s);
• Adapts and/or adjusts lesson plans to meet the individual needs of all students;
• Uses time efficiently and purposefully in carrying out the lesson;
• Spends majority of time in actively engaging learning activities;
• Allots sufficient time to conclude lesson in a meaningful and appropriate way;
  
  

Promotion of Student Learning and Achievement

• Engages students in all aspects of lesson(s);
• Ensures student behavior is appropriate for the lesson and/or activity; and intervenes as needed;
• Monitors verbal and non-verbal cues indicating student engagement (e.g. questions, responses, eye contact, attentiveness, posture);
• Expects students to follow directions and accomplish all assigned tasks;
• Holds students accountable for demonstrating respect for property and materials;
• Uses various methods to engage students in learning and understanding the content/subject matter, including: skill building, conceptual understanding, applying strategies, critical thinking and real-world applications;
• Encourages students to support their reasoning with data and/or evidence;
• Expects students to use content-specific language that includes vocabulary related to the lesson;
• Monitors student learning through students’ questions and comments which are an indicator of reflection, understanding and development;
  
  

Demonstration of Effective Teaching Strategy

• Uses identified, research-based interventions focusing specifically on individual student needs;
• Displays mastery of content knowledge throughout the presentation of lesson(s);
• Presents content-specific concepts accurately;
• Explains concepts and ideas in multiple ways to enable student understanding and address different learning styles;
• Makes connections across ideas and strands;
• Presents content as a system of ideas, not as unrelated procedures, facts and concepts;
• Uses probing questions and student responses to make decisions about what direction to take to build or improve student understanding;
• Uses student level of understanding as a guide in determining how the discussion moves;
• Scaffolds questions to higher levels of thinking and incorporates students’ prior knowledge when introducing new concepts;
• Provides time and opportunities for students to express their understanding and ideas, which are discussed respectfully and used to scaffold learning;
• Anticipates, identifies and addresses student misconceptions and provides students with opportunities to identify and correct their own misconceptions through exploration and discussion;
  
  

Appropriate Use of Technology in the Classroom

• Uses technology to monitor, track, and document student progress (ie. data trackers, program reporting capabilities, etc.)
• Ensures learning tools are easily accessible and functional;
• Uses manipulatives and technology to connect to the lesson objectives and enhance student understanding of concepts;
• Provides sufficient instruction and support regarding the use of learning tools;
  
  

Promotion of Equity and Fairness

• Expects all students to become proficient in the standard(s) addressed in the lesson;
• Provides students with opportunities to experience achievement through the application of effective effort;
• Engages students in activities appropriate in terms of complexity and pacing for their current level of understanding and skill, but which challenge them to move forward;
• Gives students opportunities to relate their personal and academic interests to their learning of the content presented;
• Presents subject matter to students in ways that are responsive to individual learning styles and ways of knowing;
• Makes fair and ethical judgments;
  
  

Measurement of Student Achievement

• Maintains data-based documentation of continuous monitoring of student performance and progress;
• Uses data from continuous assessment to inform and drive instruction;
• Provides diagnostic assessments for students, as needed;
• Assesses understanding through multiple modalities;
• Motivates students to take initiative to develop and further their own learning;
• Provides feedback to students to help them understand their level of mastery regarding the standard(s);
• Provides students with opportunities to revise their work as appropriate;
• Communicates with teachers, administration, and content coordinators regarding student progress;
  
  

Additional Requirements

• Attends and supports professional development sessions on scheduled days;
• Follows school-wide classroom protocols and school rituals;
• Performs other duties as assigned;
  
  

Cultural Standards

• Establishes and maintains cooperative and effective working relationships with all members of school community to carry out responsibilities;
• Interacts professionally with a diverse range of constituents;
• Maintains an attendance record that meets or exceeds an acceptable standard as defined by ACS policy;
• Takes responsibility and accountability for assigned tasks, projects, and duties while maintaining a professional manner;
• Makes efficient use of time by organizing and prioritizing work efficiently;
• Presents a professional appearance by adhering to ACS dress code;
• Is actively engaged in job/career growth by attending inservice programs, professional development, educational courses and seminars;
• Actively listens and responds in a respectful non-confrontational manner to the opinions of others;
• Fosters positive attitude in the workplace;
• Maintains and respects strict confidentiality of any sensitive information related to Atlantis Charter School, its faculty, staff and students;