Position Objective

The Intervention Teacher provides targeted academic support and coordinates the compensatory education program within the assigned school. Reporting to the Principal and collaborating with teachers, instructional assistants, and families, this role delivers differentiated instruction, monitors student progress, and implements research-based interventions to support at-risk or struggling learners. The position ensures adherence to district, state, and federal regulations and emphasizes student achievement in literacy, math, and other academic areas.

Student Assignment

Students identified as at-risk, performing below grade level, or requiring supplemental academic interventions.

Assignments are determined based on individual student needs, referrals, and program goals.

Essential Duties and Responsibilities

Planning and Preparation

Organize and manage intervention programs within designated schools.
Design and deliver services based on student needs, program goals, and classroom curricula.
Differentiate, organize, and evaluate curriculum for eligible students.
Plan lessons incorporating remedial, enrichment, and preventive strategies to promote higher-order thinking.
Collaborate with classroom teachers to modify instruction, materials, accommodations, and grouping strategies.
Utilize educational research and data to inform instructional planning and math intervention strategies.
Serve as a liaison to ensure smooth transitions for students within and between schools.
Develop and communicate progress monitoring plans and schedules to staff and families.

Learning Environment

Establish and maintain a respectful, inclusive, and supportive instructional environment.
Promote integration of students into general education settings as appropriate.
Maintain a safe and orderly environment for students, staff, and materials.
Support student engagement through flexible grouping and differentiated instruction.

Instruction

Provide direct instruction individually or in small groups.
Implement evidence-based interventions in math and other academic areas.
Model instructional strategies and co-teach with classroom teachers as appropriate.
Adjust instruction based on progress monitoring, assessment results, and student performance.
Provide timely feedback to students, families, and staff on academic progress and interventions.

Collaboration and Professional Practice

Collaborate with classroom teachers, instructional assistants, and other staff to improve student outcomes.
Participate in Educational Support Team (EST) meetings and program planning as appropriate.
Maintain accurate, confidential student records in compliance with district, state, and federal requirements.
Communicate effectively with families to support student learning and engagement.
Participate in professional learning programs and ongoing skill development.
Serve as a resource and instructional leader for intervention practices within the school.

Supervision

Reports to and receives technical direction from the Director of Curriculum, Instruction, and Assessment.
Receives administrative direction from the Principal of the assigned school.

Supervisory Responsibilities

Train, assign, and direct activities of assigned teaching assistants.
Serve in an advisory role regarding evaluation, hiring, and continued employment decisions for support staff.

Qualifications

Education & Experience

Bachelor’s degree in Education or related field required; combination of education and experience considered.
Three years of relevant experience required; experience with at-risk or struggling learners required.
Advanced coursework or graduate-level study in math strongly preferred.

Certifications and Licenses

Valid Vermont Professional Educator’s License with Elementary Education endorsement (1-00).
Valid Vermont driver’s license with clean driving record.

Skills and Abilities

Language: Interpret educational research, professional journals, and regulations; write reports and instructional materials; present information effectively.
Mathematics: Apply concepts including fractions, percentages, ratios, probability, geometry, and statistical inference.
Computer Skills: Proficient with email, databases, word processing, and spreadsheets; experience with intervention software preferred.
Reasoning / Mental: Define problems, collect and analyze data, draw valid conclusions, and interpret technical instructions.
Communication / Interpersonal: Communicate courteously and effectively with students, staff, families, and outside agencies; collaborate effectively in teams; demonstrate conflict resolution and stress management skills.

Physical Effort and Stress

Frequently: Sitting, standing, walking, using hands/fingers for dexterity, lifting 10–25 lbs., using computers, managing stress, resolving conflicts.
Constantly: Seeing, hearing, talking.
Occasionally: Lifting/carrying 25–50 lbs., bending/stooping, pushing/pulling, twisting, climbing, crouching, kneeling, reaching, driving.
Employee must maintain physical capability to perform essential functions and support students during interventions.
Required vision abilities include close vision, distance vision, color vision, peripheral vision, depth perception, and focus adjustment.

Working Conditions / Environmental Factors

Constant Exposure: Noise.
Frequent Exposure: Dust, dirt, viruses, infectious diseases.
Occasional Exposure: Fumes, odors, chemicals, hazardous materials, outdoor weather conditions, heights.
Sometimes Exposure: Water.
Not Applicable: Extreme non-weather heat or cold, hazardous equipment, uneven terrain.

The work environment is typically quiet to moderate in noise but may include classrooms, hallways, and outdoor instructional areas.

This role emphasizes program organization, differentiated instruction, progress monitoring, and collaboration with staff and families to provide effective interventions and improve academic outcomes for at-risk learners in alignment with Vermont learning standards and LRE principles.