Extended Long Term Substitute (ELTS) Literacy Interventionist - Franklin - 0.5 FTE - 26-27 SY

Madison Metropolitan School District•Madison, WI

10d•Hybrid

About The Position

The Madison Metropolitan School District (MMSD) is seeking a highly motivated and energetic Extended Long Term Substitute (ELTS) Literacy Interventionist for Franklin Elementary for the 26-27 school year. This 0.5 FTE position is for a 192-day contract. MMSD is committed to being anti-racist, culturally responsive, and inclusive, with a vision to ensure every school is a thriving school that prepares every student for college, career, and community. The district serves a diverse student population and aims to create a challenging and rewarding work environment that supports employee career paths and reflects the diversity of its students. The Literacy Interventionist will provide direct services to students struggling with reading and literacy, identify specific needs, and accelerate learning to bring students to grade level. This role involves diagnosing learning needs through assessments, providing intensive individual or small group interventions, and using evidence-based strategies. Additionally, the position supports professional development and leadership to strengthen staff capacity in implementing a Multi-Tiered System of Supports (MTSS) for reading and literacy.

Requirements

Bachelor’s degree.
Official transcripts are required for formal employment.
Wisconsin Department of Public Instruction (DPI) teaching license in Reading (1316 or 5017) to cover the respective grade level(s) being taught.
Must obtain and maintain the necessary license(s) for the position if not already licensed.
An application must be on file within 30 days of starting employment with MMSD.
Expertise and leadership in K-8 literacy.
Knowledge of Common Core State Standards.
Evidence of ability to implement scientifically, research based interventions (standard protocol and evidence based strategies) and ability to use data-driven decision making.
Evidence of knowledge of Multi-tiered System of Supports.
Evidence of strong understanding of a comprehensive assessment system and student achievement data.
Evidence of cultural competency in an urban setting.
Evidence of exceptional interpersonal and collaborative skills.
Evidence of exceptional organizational and leadership skills.
Commitment to the philosophy and organization of the school and district.

Nice To Haves

Reading Recovery/DLL certificate.

Responsibilities

Provide direct services to students above and below proficiency in reading and literacy.
Identify particular areas of need and accelerate learning in targeted areas.
Diagnose reading/literacy learning needs by using existing screening data and/or administering diagnostic assessment tools.
Provide intensive intervention to accelerate learning through individual and/or small group learning environments.
Provide professional development and leadership to strengthen staff capacity in the ability to implement a Multi-Tiered System of Supports (MTSS).
Support the Principal, Instructional Resource Teachers, Learning Coordinator and/or Reading Recovery Teacher to provide direct services to students.
Provide comprehensive intervention services including identification through evidence-based assessment tools, regular and intensive interventions, monitoring progress and reporting progress to meet MTSS and IDEA requirements.
Maintain effective communication with classroom teachers regarding student progress and successful strategies.
Provide interventions through culturally and linguistically responsive pedagogy.
Collaborate with SBLT, teacher teams, and data point person to identify students in need of intervention or additional challenge.
Use data in a consistent and on-going way to measure students’ response to intervention.
Make practice decisions based on data.
Maintain records on implementation and fidelity.
Attend district level professional development to increase knowledge on research, strategies for intervention and data use.
Assist in the procurement of materials and resources to support intervention delivery.
Participate on School-based Leadership Team.
Collaborate regularly with principal to review intervention implementation.
Collaborate with all key stakeholders at the school level.
Assist in the identification of professional development priorities and initiatives, particularly as it relates to MTSS.
Assist in the delivery of professional development as it relates to MTSS.