Elementary Literacy Interventionist Part-time Long-term Substitute
Peak to Peak Charter School
All employees and volunteers at Peak to Peak work together to fulfill the Peak to Peak mission statement. Our instructional and non-instructional staff inspire learning every day. We are many people from different backgrounds and experiences. Values we hold high are: trustworthiness, diligence, open communication, fairness, equity, and justice, and we expect to see them evidenced in our staff, parents, and students. When we join together, our professional team shines bright and pushes the bounds of what’s possible. We believe that all students can learn and grow to their fullest potential. We are dedicated, caring, and concerned about the social, emotional, and academic prosperity of the whole child. We pride ourselves on being a collaborative, curious, and creative group. Together, we are committed to cultivating a growth mindset in ourselves and our students, celebrating the power of vulnerability in the pursuit of development.
DUTIES AND RESPONSIBILITIES
- Provide classroom support by teaching targeted small group interventions
- Understand and support the MTSS/ RtI process, including observing and assessing children who have long- or short- term learning difficulties, working with colleagues to identify individual students' special needs, and developing appropriate interventions
- Schedule, attend, and facilitate PSTs regarding at-risk students and conduct progress monitoring meetings with staff and/or parents
- Assist with the development of ILPs, IMPs, and administering required assessments for progress monitoring requirements
- Update and review student progress paperwork in compliance with MTSS and Learning Services procedures and guidelines
- Participate in MTSS progress monitoring meetings with instructional staff; monitor compliance and data input from all sources
- Participate in Parent/Teacher conferences in order to share intervention support progress
- Collaborate with classroom teachers, special education teachers, support staff and parents regarding specific intervention strategies
- Collaborate with Learning Services team regarding response to interventions, PST outcomes, and formal evaluations by Special Education staff or 504 Coordinators
- Participate in team leader meetings, staff meetings, district meetings when appropriate, MTSS team meetings, and other collaboration opportunities with instructional staff
- Research, teach, and model best practices used to address the needs of those students who struggle with math, literacy, or behavior
- Communicate with administration regarding intervention needs
- Support elementary staff in determining classroom and state testing accommodations for MTSS students; work with school assessment coordinator to ensure appropriate documentation for state assessment accommodations
- Other duties as assigned.
REPORTING STRUCTURE
The Elementary Interventionist reports directly to the Elementary School Principal.
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE
- Bachelor’s degree required
- Master’s degree preferred
- Experience in Elementary Education or Special Education strongly preferred
- Although a teacher’s certificate is not required, Peak to Peak expects that teachers without a certificate will work toward an alternative certificate over time
- Experience providing student interventions, administering educational or academic assessments
- Experience with structured intervention strategies (Evidence-based intervention programs, MTSS/ RtI data tracking)
- Demonstrated leadership abilities
- Excellent knowledge of intervention pathways and strategies
- Strong organizational and coordination skills
- Ability to assess grade level needs and plan and organize accordingly
- Strong self-starter; able to work with limited direction
- Excellent interpersonal skills, conflict management skills, problem solving skills and demonstrated leadership abilities
- Excellent verbal and written communication skills are required
- Resourceful in generating creative solutions to problems.
- Ability to apply superb judgment
LANGUAGE SKILLS
Ability to read and interpret documents such as safety rules, policy and expectation documents, staff agreements, evaluation rubrics, literacy and math assessments, ILP’s, IMP’s, 504 plans. Ability to effectively document classroom observations, analyze data to improve instructional practices and correspond with staff from all levels. Ability to speak effectively before groups of staff, Administrators and parents.
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to talk and hear. The employee frequently is required to sit and reach with hands and arms. The employee is occasionally required to stand and walk. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. The hours may be long when specific needs arise, thus some extended schedules will be necessary. This is a position that must attend the needs of staff, Administrators, Peak to Peak Board of Directors and parents. Work may consist of ten (10) plus hour days with Weekend work required from time to time. Peak to Peak is a dynamic school subject to changing work environments, adaptation of new educational principles and values, and shifting culture. Adaptability to change is essential.