Perquimans County Schools

Temporary Part-time (25 hours a week) Academic Interventionist – Perquimans Central School

Start Date: January 2, 2026

End Date: June 5, 2026

Reports To: School Administration

Position Summary

The Academic Interventionist provides targeted instructional support to elementary students in Perquimans County Schools who require additional assistance in reading, mathematics, or foundational academic skills. This position plays a vital role in the district’s commitment to ensuring that every student grows and succeeds by delivering evidence-based interventions, monitoring progress, and collaborating with teachers, families, and school leadership teams. The interventionist actively supports the district’s Multi-Tiered System of Support (MTSS) framework and helps ensure equitable access to high-quality learning opportunities.

Required Qualifications

• Bachelor’s degree in Education or a related field.

• Demonstrated experience working with elementary-age students.
  
  
• Knowledge of MTSS processes, instructional best practices, and student data analysis.
  
  

Preferred Qualifications

• Master’s degree in Education, Reading, Special Education, or Curriculum & Instruction.

• Valid North Carolina Teaching License (Elementary Education, Reading, Exceptional Children, or related area).
  
  
• Training or certification in structured literacy or research-based intervention programs (e.g., Orton-Gillingham, LETRS, Reading Research to Classroom Practice, or Math Foundations).
  
  
• Experience working with diverse student populations in rural communities.
  
  
• Prior experience as a classroom teacher, reading specialist, or intervention provider.
  
  

Essential Duties & Responsibilities

Instructional Support & Intervention

• Provide individual and small-group instruction to students identified for Tier 2 and Tier 3 interventions in literacy, math, and other foundational skills.
  
  
• Implement evidence-based intervention programs aligned with Perquimans County Schools’ curricula and district instructional expectations.
  
  
• Use diagnostic tools to identify specific skill deficits and design targeted intervention plans.
  
  
• Adapt lessons based on progress-monitoring data to accelerate student achievement.
  
  

Assessment & Data Management

• Administer district-approved screening tools and curriculum-based measures 
• Maintain accurate and timely progress-monitoring records in accordance with PCS MTSS procedures.
• Analyze student performance data and develop data-driven instructional adjustments.
  
  
• Participate in school MTSS Team meetings, support decision-making, and contribute to intervention planning.
  
  

Collaboration & Communication

• Work closely with classroom teachers to ensure alignment between core classroom instruction and intervention services.
  
  
• Collaborate with the literacy specialist, EC teachers, General Education/Connect Teachers, Counselors, and Administrators.
  
  
• Participate in professional learning aligned with district initiatives, including literacy and math frameworks, MTSS practices, and data-informed instruction.
  
  

Program Support & School Improvement

• Assist in evaluating intervention programs and recommending improvements aligned with district goals.
  
  
• Support schoolwide academic initiatives, enrichment periods, and remediation opportunities.
  
  
• Contribute to school improvement planning by providing input on instructional needs, student trends, and effective practices.
  
  
• Serve as a resource for teachers by sharing strategies, materials, and instructional techniques.
  
  

Knowledge, Skills & Abilities

• Strong understanding of early literacy development, numeracy, and differentiated instruction.
  
  
• Ability to collect, interpret, and use data to guide instructional decisions.
  
  
• Excellent communication and interpersonal skills.
  
  
• Strong organizational skills and ability to manage multiple student groups and schedules.
  
  

Physical & Work Requirements

• Ability to work with students in small-group, classroom, and pull-out settings.
  
  
• Frequent movement across school buildings and instructional spaces.
  
  
• Ability to lift and carry instructional materials.