Job Title
Academic Interventionist (AVID Excel)
Job Summary:
The Interventionist’s primary purpose is to improve all students' academic achievement and behavior. Interventionists will provide classroom teachers with implementation intervention initiatives. They will also plan, implement, and assess intervention services to ensure fidelity.
Qualifications:
Professional Educator License (PEL) or eligible for an appropriate license
ESL endorsement
Minimum of three (3) successful years of classroom teaching
Evaluation:
This job's performance will be evaluated per provisions of the Board’s policy on the Evaluation of Staff.
Reports to:
Building Principal
Terms of Employment:
This is a 9-month position—salary and benefits established by the Board of Education. The position retains the Harvard Education Association membership and is part of the Collective Bargaining Unit.
Compensation and Benefits:
The details of employee compensation and benefits are comprehensively outlined in the Collective Bargaining Agreement (CBA), a document accessible at the following link: https://www.cusd50.org/page/careers. This agreement is a valuable resource for individuals seeking comprehensive information regarding our organization's remuneration and benefits structure.
FLSA Status:
Exempt
Duties and Responsibilities:
-
Facilitates students’ learning in correlation with the Illinois Learning Standards
-
Analyzes district assessment data to understand students’ needs to select and recommend evidence-based instructional interventions to implement.
-
Analyzes grades, class, and individual student academics to increase student achievement and make informed decisions about instructional practices.
-
Facilitates the management and interpretation of data necessary to develop, implement, and evaluate Tier 1, 2 & 3 interventions.
-
Collaborates with other teachers to increase student achievement by ensuring core instructional best practices are implemented with fidelity and staff are differentiating instruction to meet the needs of students.
-
Communicates the essential questions to clarify the learning goals for each lesson.
-
Configures lessons and selects instructional strategies to ensure that all students can answer a lesson’s essential question by its conclusion.
-
Designs daily lessons that incorporate Writing, Inquiry, Collaboration, Organization and/or Reading (WICOR) to ensure authentically rigorous learning experiences for all students.
-
Designs lessons to include three or more unique learning tasks for students, at least one of which includes whole-class verbal participation.
-
Assesses student progress towards objectives, expectations, and/or goals to provide feedback to students, parents, and administration.
-
Demonstrates the ability to assess and monitor the students’ skills individually.
-
Creates and nurtures supportive, student-centered classroom communities that promote personal empowerment, academic growth, and the social-emotional well-being of all learners.
-
Manages student behavior to provide a safe and optimal learning environment.
-
Provides students with regular opportunities to collaborate with peers, move with purpose, and experience diverse instructional strategies so that they are physically and intellectually engaged as learners.
-
Provides students time to interact with instructional resources and materials thoughtfully and actively to support their comprehension and long-term retention of information.
-
Allows students to take an active role in their learning by setting and monitoring individualized goals and processing and reflecting deliberately within lessons
-
Implements each student’s Individual Education Plan (IEP) as written and collaborates with colleagues to ensure appropriate modifications or accommodations.
-
Assists and supports students struggling with social-emotional and behavioral concerns through the MTSS framework.
-
Incorporates cultural diversity and appreciation within the curriculum.
-
Uses technologies appropriately in the teaching/learning process.
-
Participates in a professional learning community with various stakeholders, including but not limited to instructional staff, other school personnel, parents, and a variety of community resources to improve the overall quality of student outcomes, achieving established classroom objectives supporting the school improvement plan.
-
Participates in various meetings and professional development activities to convey and/or gather information required to perform functions.
-
Assists with the transition from one grade level to the next.
- Demonstrates the ability to work collaboratively with parents and the community.
-
Performs other duties and responsibilities as determined by the principal or designee or as needs arise.
Required Knowledge, Skills, and Abilities:
-
Must demonstrate a record of effectiveness in their teaching
-
Must have excellent planning and organization skills
-
Must have the ability to work collaboratively with others
-
Must have strong verbal communication skills
-
Must model a desire and willingness to learn continually
Physical Demands:
The physical demands of this position include frequent sitting and standing for extended periods. Repetitive bending at the waist and kneeling, stooping, and crouching to assist students are also required. Regularly walk, talk, hear, operate a computer, hand-held learning devices, and other office equipment, reach with hands and arms, and occasionally lift and/or move up to 10 pounds.
ADA:
The employer will make reasonable accommodations in compliance with the Americans with Disabilities Act of 1990. This job description will be reviewed periodically as duties and responsibilities change with business necessity. Essential and marginal job functions are subject to modification.
This job description is intended to describe minimum qualifications, duties, and responsibilities performed by employees assigned to this position and is not an exhaustive list of all duties and responsibilities. The District reserves the right to amend and change the position responsibilities to meet District needs as necessary.
