Interventionist

Our Mission:Empowering minds, shaping future leaders.

Our Vision: We are dedicated to a culture of excellence that enables individuals to reach their full potential. Firmly rooted in our community, our goal is to be a premier institution that fosters greatness in every member while proactively addressing the needs of our school community.

LOCATION:

Pike Road Schools

REPORTS TO:

Principal

FLSA STATUS:

Exempt

TERMS:

187-Day appointment compensated in accordance with the board-approved salary schedule

Job goal: To support students who are behind in reading and math by using the appropriate intervention techniques, programs, and supports.

QUALIFICATIONS:

• State of Alabama Professional Educator Certificate in area of primary responsibility.

• Willingness to receive training in a recognized dyslexia therapy program or other intervention programs

• Knowledge of the Response to Instruction (RtI) process.

• Strong organizational, communication and interpersonal skills.

PERFORMANCE RESPONSIBILITIES:

Teacher as Learner:

• Possess current content knowledge in the area of instructional responsibility.

• Continue as a life-long learner.

• Participate in professional learning activities.

• Collaborate with colleagues.

• Learn and utilize new strategies and technologies to engage students in challenging, authentic, and meaningful learning experiences.

• Model lifelong learning and curiosity to students.

Teacher as Relationship Builder:

• Create a positive culture of learning.

• Value and respect each learner.

• Recognize the potential in each learner.

• Encourage and support each learner to reach his/her fullest potential.

Teacher as Designer and Facilitator:

• Value and collaborate with parents as partners in their children's education.

• Embrace the teacher's role as facilitator, navigator, mentor, and encourager.

• Encourage students' curiosity, self-discipline, and ownership of learning.

• Solicit and incorporate the voice of students concerning their learning.

• Value and collaborate with community members

• Design, redesign, and facilitate challenging, authentic, and meaningful work that appeals to learners' motives, interests, and learning styles.

• Encourage learners to learn any time and any place.

• Understand that failure is a valuable part of the learning process that occurs when learners challenge themselves.

• Value learners' time by not teaching what students already know and support learners in exceeding grade level content (no limits on learning).

• Use a variety of tools to measure engagement and assess learning.

Teacher as a Role Model and Leader:

• Embrace and promote the system's mission, vision, beliefs, and goals.

• Model appropriate personal characteristics and work habits.

• Abide by and promote high ethical standards and adhere to the Alabama Code of Ethics for Educators.

• Lead professional learning, mentor aspiring teachers, conduct action research, share expertise, and contribute to the field of education.

• Fulfill professional responsibilities beyond those exhibited in the classroom to include participation in school programs, school and system program improvement efforts, and community and parent groups.

• Performs other duties as required by school and system leadership.

Teacher as an Interventionist

• Implement the Response to Instruction program at the school level ensuring compliance with Federal, State and District policies/guidelines

• Provide direct services in the area of need: assessment, identification, interventions, technology and progress monitoring

• Work with school staff so that appropriate classroom accommodations are provided for students identified with dyslexia

• Provide a written report of student's test results

• Implement the District's Response to Instruction Model specific to students identified as Tier III

• Review and interpret data to determine appropriate RTI student groups and their need for instructional intervention

• Employ a variety of instructional strategies/techniques and technology to meet the needs of Tier 3 struggling students including those identified with dyslexia

• Maintain all necessary student records required by the RtI process or designated program

• Conduct progress monitoring for students receiving RTI Interventions through the use of formal and informal assessment.

• Work collaboratively with school leadership to develop student intervention schedules

• Support school and district intervention initiatives as the school intervention program designee to help monitor and support the needs of students

• Maintain awareness of current research and development in intervention and research-based practices.

• Support new intervention specialist(s)

• Support and collaborate with district reading intervention specialists on student assessment and identification.

• Participate in staff development activities to improve job-related skills

• Participate in meetings and communicate learner progress as necessary or required

• Maintain confidentiality of information

• Perform other duties as required by supervisor and/or system leadership

EVALUATION: Job performance will be evaluated according to the provisions of the State Department of Education and/or Pike Road Board of Education policy on personnel evaluation.