Academic Intervention Teacher

Distinctive Schools•Chicago, IL

20h•Onsite

About The Position

The Academic Intervention Teacher cultivates students’ love of learning through strong relationships, high expectations, and a belief that all students can achieve. The role focuses on engaging instruction, rigorous learning, and opportunities for students to apply what they learn. Teachers prepare individually and collaboratively, plan lessons aligned to grade-level standards and the core curriculum, and use checks for understanding, student work, and assessments to adjust instruction and address learning gaps. They maintain strong subject-matter knowledge, participate in cycles of practice and feedback, establish classroom routines that maximize instructional time, and communicate with students and families about progress. The teacher supports students’ academic, social, and emotional development while contributing to a welcoming, equitable, and culturally responsive school community. The position is based at CICS Bucktown in Chicago, Illinois, reports to the Principal, and is scheduled to start in October 2026.

Requirements

Bachelor’s degree.
Valid Professional Educator License from the Illinois State Board of Education, or proof of enrollment in a teacher certification program within 30 days of employment.
Ability to review and analyze student and campus data from multiple sources.
Proficiency with cloud-based software solutions such as Google Suite.
Ability to learn digital tools and programs as needed for the position.
Commitment to supporting students’ social, emotional, and academic development.
Ability to meet the stated physical demands, including occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity.

Responsibilities

Maintain a student-centered perspective and believe all students can learn and achieve.
Contribute to campus and network equity work and make culturally responsive decisions.
Build a culture of belonging through positive relationships with students, families, and staff, and foster a strengths-based, equity-focused mindset and positive climate.
Serve as a positive role model.
Implement the DS Model and provide consistent opportunities for students to complete grade-appropriate assignments using the core curriculum, resources, and strategies, with frequent checks for understanding.
Deliver engaging instruction that places the cognitive work on students and supports deep engagement in learning.
Use core instructional tools to design, prepare, and deliver dynamic lessons aligned to grade-level standards and rigorous learning experiences.
Commit to student-centered, personalized learning that integrates students’ needs, strengths, and interests.
Maintain an inventory of instructional materials and accurate, complete records of student progress and development.
Analyze assessments and progress-monitoring data to design appropriate instructional responses, adjust strategies, and support mastery of grade-level standards.
Assess students daily, weekly, and at the end of units, and analyze assessment data through campus and network systems.
Participate in coaching, mentoring, professional development, and required meetings to improve instructional effectiveness.
Perform other duties and responsibilities assigned by the Principal.
Maintain an organized, welcoming classroom environment that supports belonging, joy, hope, and safety.
Establish classroom procedures, routines, and rituals that maximize learning.
Communicate effectively and frequently with students and families.
Use a restorative justice approach to discipline and behavior management in alignment with campus and network practices.
Collaborate with colleagues to support student growth and achievement.
Travel as required for training, professional development, and collaboration.