JOB TITLE: Academic Intervention Teacher 

FLSA STATUS:  Exempt

UPDATED:  FY 2014

POSITION OBJECTIVES:  The Intervention teacher reports on a daily basis to the Principal of the school to which she/he is assigned, and is responsible for ensuring that this school adheres to all regulations and guidelines.  The teacher also assists other staff members in coordinating the school's total compensatory education program.

ESSENTIAL DUTIES AND RESPONSIBILITIES: include the following.  Other duties may be assigned. 

• Organizes and manages the program in designated schools. 
• Designs and delivers services to children based upon their needs, program goals, and classroom curricula. 
• Differentiates, organizes, and evaluates curriculum for eligible students. 
• Plans lessons which include remedial and preventive strategies; challenge students to engage in problem solving and higher level thinking skills. 
• Participates in coordinating parent involvement and parent resources to provide related learning experiences eligible students. 
• Organizes and/or participates in parent conferences of students. 
• Develops and implements progress monitoring plans for eligible students. 
• Evaluates individual pupil progress formally and informally; report results to classroom teachers and parents and coordinator where applicable. 
• Collaborates with classroom teachers and other staff to improve classroom performance of  eligible students. 
• Maintains accurate records of student progress which document student progress, assessment information, recommendations for further service or instructional strategies, effective teacher/parent communication, and program evaluation data. 
• Develops and implements a referral system to determine the caseload. 
• Processes referrals according to guidelines and assesses individual student strengths/needs to determine eligibility and nature of  instructional services; implements program plans. 
• Participates in Educational Support Team (EST) meetings as appropriate.  
• Schedules instructional intervention, programs, and delivery models jointly with teachers and  instructional assistants where appropriate. 
• Communicates regularly with parents, classroom teachers, learning specialists, and other  staff members; work collaboratively as a school and district team member. 
• Conducts, utilizes educational research in math interventions. 
• Participates in appropriate professional learning programs.  

Learning Environment

•  Creates and maintains an environment of respect and rapport.   
• Establishes a culture for learning that incorporates the importance of content, student pride in high quality work, and high expectations for student achievement.   
• Effectively and efficiently manages classroom procedures including instructional groups, transitions, materials and supplies handling, and the performance of non-instructional duties.  
• Assures productive, effective, and efficient use of para-educators and volunteers in the classroom.   
• Effectively manages student behavior by clearly communicating expectations, monitoring student behavior at all times, and successfully and respectfully responds to student behavior and misbehavior. 
• Develops and implements effective student behavior support plan as needed.   
• Effectively organizes classroom furniture and other physical resources to promote learning, safety and accessibility.  
• Provides a safe learning environment for all students.  Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities.   

Instruction

• Communicates directions and procedures clearly, accurately and effectively both in spoken and written language.   
• Effectively utilizes questioning and discussion techniques in the classroom to promote student participation and to successfully engage students in the discussion.  
• Effectively and appropriately engages students in learning to maximize student comprehension of the lesson through representation of content, activities and assignments, instructional groupings, instructional materials and resources, structure and pacing, and the like.   
• Provides accurate, substantive, constructive, specific and timely feedback on student progress and performance to students, parents, and other professionals as needed or required.   
• Demonstrates flexibility and responsiveness to student needs by effectively making minor adjustments to the lesson, persistently seeking thoughtful alternative approaches/strategies/resources, and successfully accommodating students’ questions or interests to enhance student learning.  

Other Professional Responsibilities

• Accurately and thoroughly assesses a lesson’s effectiveness and the extent to which it achieved its goals, and effectively modifies the lesson plan for future use to enhance student learning.  
• Assists the department head, school principal and/or Co-Chief of Instruction in planning and evaluating curriculum effectiveness and identifying program needs.  
• Develops and implements and effective system to maintain accurate, complete and confidential student records including student completion of assignments, student progress in learning, and other non-instructional records.   
• Prepares and submits accurate, complete, timely and effective reports as required by law, district policy, and/or administrative regulations.   
• Communicates/collaborates effectively with parents to keep families informed of the instructional programs and individual student progress, and effectively responds to parent concerns and engages families to help meet the educational needs of the student.  Means of communication may include annual open house, observation sessions for parents, conferences, weekly newsletters, sessions for program discussion, making home visits, and other individual meetings as necessary.   
• Works effectively, cooperatively and respectfully with supervisors, colleagues, subordinates, and other professionals and outside agencies.   
• Participates in EST/MTSS functions including, but not limited to, meetings, developing referral processes, screening referred students, providing supplemental support, and consulting services as requested.   
• Actively participates in school events, workshops, in-service meetings, teacher trainings, building level staff meetings, district meetings, and other school and district committees/projects, making substantial contributions.   
• Seeks out and actively participates in opportunities for professional development to enhance content knowledge and teaching skills, to support district goals and school action/strategic plans, and/or as may be directed by the School Principal/Department Head.   
• Keeps abreast of current best practices, research findings, and other developments in the field. Actively participates in assisting and supporting other educators and administrators in the school and/or district.   
• Shows professionalism and considers "What's best for students" in serving and advocating for students, and in decision making.   
• Follows and assists in upholding and enforcing school rules, administrative regulations and procedures, policies of the HUUSD.   

SUPERVISION RECEIVED:  Reports to, evaluated by, and receives general administrative and technical direction from the School Principal and/or Assistant Principal.  May receive some technical direction from the Director of Curriculum, Instruction, & Assessment.  Grades 9-12: Reports to and receives general administrative direction from the Department Chair.  Evaluated by the School Principal and/or his/her designee with input from the Department Chair.  May receive some technical direction from the Director of Curriculum, Instruction, & Assessment. 

SUPERVISORY RESPONSIBILITIES:  Assists in training, planning, and directing the activities of assigned paraeducators; plays an advisory role in evaluation, hiring, and continued employment. 

QUALIFICATIONS:  To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: 

• Education and Experience.  Bachelor’s degree and working knowledge of Vermont’s Framework of Standards required.  Recent experience working in a Vermont school district preferred. 
• Certifications and Licenses.  Holds or is eligible to hold a Vermont Teaching License.  Holds the appropriate endorsement(s) and meets all the basic competencies and qualifications of the endorsement(s) as listed in the Regulations Governing the Licensing of Educators and the Preparation of Educational Professionals.
• Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community.  Ability to write reports, business correspondence, and procedure manuals that conform to school/district standards or regulations.  Ability to effectively present information and respond to questions from administrators, parents, peers, board members and the general public. 
• Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles.  Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.  Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. 
• Computer Skills and Experience.  Good basic computer skills and experience with word processing programs required.  Experience with Microsoft Office helpful.   
• Communication & Interpersonal Skills.  Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations.  Ability to effectively resolve conflicts and handle stress. 

Definitions - Physical Demands  

• Sitting:  remaining in a seated position 
• Standing:  remaining on one's feet in an upright position at a workstation without moving about
• Walking: Moving about on foot 
• Seeing: Perceiving with the eye
• Hearing: Perceiving or listening to sound by ear 
• Talking: Articulating, speaking or discussing using spoken words 
• Dexterity: Skill in the use of hands and fingers 
• Lifting:  Raising or lowering an object from one level to another (includes upward pulling) 
• Carrying:  Transporting an object, usually holding it in the hands or arms or on the shoulder
• Bending/Stooping:  Bending the body downward and forward by bending the spine at the waist. Occurs to a considerable degree and requires full use of the lower extremities and back muscles. 
• Pushing:  Exerting force upon an object so that the object moves away from the force (includes slapping, striking, and kicking) 
• Pulling:  Exerting force upon an object so that the object moves toward the force (includes jerking). 
• Twisting: Rotating; moving to face in alternate direction. 
• Climbing:  Ascending or descending ladders, stairs, scaffolding, ramps, poles, ropes and the like, using the feet, legs, and/or arms and hands. 
• Balancing:  Maintaining body equilibrium to prevent falling when walking, standing, crouching, or running on narrow, slippery, or erratically moving surfaces; or maintaining body equilibrium when performing gymnastic feats. 
• Crouching:  Bending the body downward and forward by bending the legs and spine. 
• Kneeling:  Bending the legs at the knees to come to rest on the knee or knees. 
• Crawling:  Moving about on hands and knees. 
• Reaching: Extending the hands and arms in any direction 
• Handling: Seizing, holding, grasping, turning, or working with hands 

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This general outline illustrates the type of work, which characterizes the Job Classification.  It is not an all-encompassing statement of the specific duties, responsibilities and qualifications of individual positions assigned to the classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.