The Director of Academic Intervention (DAI) ensures that all Mastery Charter students with significant academic deficits,across all schools, produce breakthrough results in all content areas as measured by Standardized, State and Diagnostic Assessments. The DAI reports directly to the Deputy Chief of Specialized Services and provides support to Principals, Assistant Principals of Instruction, Assistant Principals of Specialized Services and teachers.
We believe educational inequity is the most pressing social problem facing our country and the civil rights issue of our day. Mastery exists to help solve this problem. Our ultimate goal is to create a model urban school district that serves all students with excellence. We are organized around one driving mission: All students learn the academic and personal skills they need to be truly prepared for post-secondary success and able to pursue their dreams. To fulfill this mission, we attend to the whole child – academically and emotionally – matching high expectations for students with high levels of support.
Mastery Charter Schools is a nonprofit network of more than 20 schools serving over 13,500 students in Philadelphia and Camden. We are the largest turnaround school operator in the nation and have been lauded by President Obama and the US Department of Education for our ability to dramatically boost academic achievement in historically low-performing schools. We know neighborhood schools matter, all students deserve access to a great education, and the people in our building can grow and develop sustainably to make the biggest impact possible in this work.
Mastery Charter Schools is an equal opportunity employer and actively encourages applications from people of all backgrounds. Compensation is competitive and commensurate with experience. We offer a full benefits program and opportunities for professional growth.
Duties and Responsibilities:
Drive system-wide success on the State and Standardized Assessments and other valued assessments.
Provide necessary modifications and student support structures to Mastery’s general education curricula, assessments and instruction to ensure student accessibility.
Select, develop and implement curricula, assessments, and instruction to support reading and math intervention.
Design and implement Response to Intervention and Instruction (RTII) program across the network.
Design and manage site progress monitoring to ensure appropriate tracking of student growth.
Design trainings and manuals to ensure teachers deeply understand Mastery’s reading and math intervention curricula and are able to implement effectively and with fidelity.
Develop and implement broad teacher training and professional development regarding instructional best practices in differentiation.
Collaborate with Instructional Coaches and Assistant Principals to coach special education and intervention teachers.
Develop new Intervention teacher leaders within the organization.
Monitor implementation of curricular programming and responding to campus-based and organization-wide student assessment data.
Identify and develop systems for capturing, codifying, and sharing materials and best practices within and across campuses.
Education and Experience:
Five years’ experience in teaching, teacher coaching and curriculum/assessment writing.
Background in effective leadership and management.
Demonstrated high level of measurable success working with urban youth with special needs.
Results-oriented individual – a flexible thinker willing to do “whatever it takes.”
Belief in the Mastery Charter School mission and instructional model.
A ferocious desire to provide our students with a world class education.
Strong knowledge of instruction for elementary and secondary students with special needs.
Strong knowledge of reading and math intervention instruction, strategies, and programs in both elementary and secondary.
Familiar with PA State standards and assessments and national common core standards across content areas.
Strong communication and interpersonal skills.
Detail-oriented and highly organized with strong analytical writing skills.
Results-oriented, organized, strong analytical skills, communication, writing, relationship building, technical knowledge of reading and math intervention instruction, presentation skills
Ability to physically perform the duties and to work in the environmental conditions required such as maneuvering in classrooms and office space-reaching file cabinets, filing, faxing, scanning, coping, typing, mailing, and making phone calls; Must be able to sit for up to two (2) hours looking at a computer monitor, using a keyboard/mouse and typing