Elementary Campus Interventionist Pool - 2026-27 School Year

Primary Purpose:

Implement appropriate compensatory, intensive, or accelerated instructional services for at-risk students to enable them to perform at grade level at the conclusion of the next regular school term.

Qualifications:

Education and Certification

• Bachelor’s degree from an accredited college or university
• Master’s degree (preferred)
• Valid Texas teaching certificate with required endorsements or training for subject and level assigned

Experience

• Three (3) years of successful teaching experience at a similar grade level to the assignment (e.g., elementary school)

Knowledge and Skills

• Comprehensive knowledge of instructional practices and current research in teaching and learning
• Comprehensive knowledge of current Standards for the State of Texas (TEKS)
• Demonstrated success in improving student outcomes on state mandated assessments
• Ability to instruct students and manage behavior
• Excellent organizational, interpersonal, verbal, and written communication skills.

Key Responsibilities:

Instructional Intervention and Student Support

• Implement appropriate compensatory, intensive, or accelerated instructional services for at-risk students in reading that enable the students to perform at grade level at the conclusion of the next regular school term.
• Serve at-risk students who did not perform satisfactorily on an assessment administered to the student under Subchapter B, Chapter 39, and who has not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110% of the level of satisfactory performance on that instrument.

Assessment, Data, and Documentation

• Complete individual assessments per AIP (Acceleration Improvement Plan).
• Maintain documentation/records as required at the state, district or campus level for MTSS and HB1416.
• Disaggregate assessment information and study its implications for instruction.

Instructional Support and Professional Learning

• Serve as a resource for administrators, classroom teachers, parents, and students to improve instruction and achievement to students.
• Provide staff development as requested by the building principal or district curriculum department.
• Model and demonstrate classroom lessons to improve students’ performance through instructional coaching as time permits.

Collaboration and Communication

• Communicate with the building principal and curriculum department any concerns about the program.
• Serve as district liaison to district curriculum initiatives.
• Participate in staff and curriculum meetings at the building and district levels.

Professional Growth

• Provide for own professional growth by attending demonstrations, in-service courses, workshops, seminars, conferences, etc., as approved by the building principal and/or district curriculum department.
• Participate in ongoing study to stay current on research-based or evidence-based practices in instruction.

Additional Responsibilities:

• Adhere to all district policies, procedures, and expectations as outlined in the employee handbook and administrative regulations.
• Follow district safety protocols and emergency procedures.
• Participate in professional development to remain current on best practices and evidence-based strategies, faculty/department meetings, and special events as assigned.
• Perform additional duties assigned to support the mission and goals of the district and department.

Supervisory Responsibilities:

• None

Mental Demands/Physical Demands/Environmental Factors:

Tools and Equipment Used: Personal computer and peripherals; standard instructional equipment; [P.E. teachers: automated external defibrillator (AED)]

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment

Environment: Work inside, may work outside; regular exposure to noise; occasional districtwide and statewide travel

Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Appointment:
The Superintendent of Schools will approve the appointment of this position based on the applicant’s training, experience, and expertise.