Intervention/Prevention Teacher - School No. 7

RCSD•Rochester, NY

About The Position

The Intervention Teacher is a critical lever in improving student achievement and in executing the school’s goals. The Intervention Teacher will collaborate with the Instructional Coach and grade level teams to design and deliver evidence-based reading interventions, through a Walk to Intervention model. Administering and analyzing progress monitoring assessments is expected as well. The Intervention Teacher must be skillful at building relationships with students, staff, and families. The Intervention Teacher will demonstrate a collaborative work ethic, supportive commitment to high levels of performance for students and adults, and full participation in culture change.

Requirements

Mastery level knowledge of utilizing data for instructional decisions, including data analysis, differentiated supports and fostering student engagement.
Minimum 5 years’ teaching experience, with a record of successfully impacting student achievement and working successfully with students who have the greatest needs.
Working knowledge of Google docs
Proven ability to work cooperatively and effectively with colleagues.
Demonstrated willingness to participate in professional learning for oneself.
Strong knowledge base of reading development and implantation and an ability to assess and provide intervention strategies.
Tenured teacher

Responsibilities

Work closely with classroom teacher to determine the most effective strategies to support student learning, design the appropriate instructional interventions for identified students in need and share student progress over the course of the school year.
Identify academic support students using valid multiple assessment criteria during the three benchmark periods.
Research and share information on new developments in RtI and research-based interventions.
Support and teach in a Walk to Intervention model.
Learn new technology and present computer assisted instruction as an academic intervention strategy.
Collect and analyze student data generated through the Response to Intervention process to inform decisions at the student, classroom, grade, and school level.
Contribute to the development of systems and structures to improve the use of Data Driven Instruction and decision making, especially for grade level walk to intervention.
Facilitate strategic matching of students to differentiated supports, including expanded learning opportunities.
Participate in instructional leadership teams, as determined by the principal.
Work with small groups of teachers and/or instructional coaches in analyzing data to better understand student needs and in using data to differentiate instruction.
Be a willing and enthusiastic participant in professional development provided to faculty as part of the SIG Transformational Plan, including Restorative Practices.