Elementary Teacher Grades 3&4

MILAN SPECIAL SCHOOL DISTRICT

TITLE: INTERVENTION TEACHER (3-4)

QUALIFICATIONS

1. Hold valid teacher's license with appropriate endorsements.
2. Reading Specialist Certification preferred
3. Background/ knowledge in reading/intervention strategies/Research Based Instructional Strategies
4. Ability to communicate effectively with students, school personnel, and parents, and an ability to work cooperatively with others.
5. Ability to motivate students and get them excited about learning
6. Knowledge of technology based activities that assist and facilitate student progress such as Dibels, Think Link, etc
7.  Have written, verbal, interpersonal and presentation skills
8.  Meet health and physical requirements

JOB GOAL

The Intervention Teacher (3-4) is responsible for teaching psychomotor, cognitive, and affective skills to elementary school children who meet specific criteria.

ORGANIZATIONAL RELATIONSHIP

The Intervention Teacher reports to the Supervisor of Special Programs, Elementary Principal and Assistant Principals

ESSENTIAL FUNCTIONS

1. Skill at interpretation of assessment data to drive instruction.
2. Review data to make instructional decisions to address student weaknesses.

·         prepare and deliver focused reading intervention instruction in small group setting.

·         Knowledge in reading intervention strategies and actual implementation

·         Utilities instructional management systems which increases student learning and maximizes time on task

·         Monitor student progress towards achieving instructional objectives and goals on the Intervention Plans or IEP

·         Familiar with RTI process and Tier’d instruction

·         Communicates effectively with the educational community with parents on a regular basis.

1. Collaborate with the reading teacher and assignd classroom teachers(s) for instructional planning and delivery.
2. Monitor and maintain accurate records on student achievement, articulating the progress and success
3. Provide explicit, scientifically based instruction to small groups of students
4. Assists in the scheduling and assignment of students to the program
5. Implements the assigned program of study.
6. Posters a classroom climate conducive to learning
7. Promotes and maintains positive pupil-teacher-parent relationships
8. Maintains professional work habits
9. Participates in faculty and department meetings, educational conferences, and appropriate training as required – attendance to additional training outside designated schedule
10. Maintains order in classroom and on school property.
11. Maintains availability to students and parents for education-related meetings outside the instructional day when requested;
12. Shows evidence of class preparation upon request of immediate supervisor
13. Meets and instructs assigned classes in the locations and at times designated
14. . Assumes responsibility for all classroom activities and directs the duties of the instructional assistants that have been assigned to them
15. Represents the school, the school system, and the community in a positive manner
16. Perform other job related duties as assigned by the Supervisor of Special Projects and the Principal

 PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 pounds, or the weight of an average child, with frequent lifting and/or carrying of objects weighing up to 25 pounds. Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping and/or kneeling

4. Reaching

5. Talking

6. Hearing

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adapts to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure.

2. Adapts to accepting responsibility for the direction, control, or planning of an activity.

3. Adapts to dealing with all students.

4. Adapts to making generalizations, evaluations, or decisions based on sensory or judgmental criteria.

5. Adapts to working cooperatively with all school and system personnel, parents, and with the larger community.

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: The ability to understand instructions and underlying principles. Ability to reason and make judgments

2. Verbal: Ability to understand meanings of words, the ideas associated with them, and ability to convey them to others.

3. Numerical: Ability to perform arithmetic operations quickly and accurately.

4. Manual Dexterity: Ability to move the hands and manipulate small objects with the fingers.

5. Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures.

6. Color Discrimination: Ability to perceive or recognize similarities or differences in colors, shades, or other values of the same color.

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.