Interventionist Coordinator - Marlborough High School

Marlborough Public Schools•Marlborough, MA

23h•Onsite

About The Position

The Interventionist Coordinator at Marlborough High School is responsible for promoting student learning and growth by providing high-quality instruction, authentic assessments, and data analysis to improve teaching practices. This role involves maintaining instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. The coordinator will partner with families, caregivers, community members, and organizations to foster learning and maintain a professional, ethical, and collaborative practice. The position includes a reduced caseload (.6) for direct instruction and coordination duties (.4) for a full-time role.

Requirements

Licensed by the Massachusetts Department of Elementary and Secondary Education in Reading (Grades 9-12) preferred.
ELA/Humanities (Grades 9-12) or Special Education (Grades 9-12) certification is also acceptable.
SEI endorsement required.
Experience using technology to support student interventions.
Experience using flexible grouping strategies.
Experience designing lessons that are attentive to individual student instructional needs.
Experience working within an instructional team dedicated to supporting the needs of all students.
Technology Use – School System Data base, standard Microsoft and Google products and web-based sites.
Learning Strategies — Selecting and using instructional methods and procedures appropriate for the situation.
Written and Oral Comprehension and Expression — Read and understand information in writing and listen to and understand spoken information and ideas. Able to communicate information and ideas in speaking and writing so others will understand.
Team Player— Being respectful as part of a team and displaying constructive, collaborative behaviors.

Nice To Haves

Bilingual (Spanish or Portuguese) Preferred.
Previous teaching and/or successful experience preferred.

Responsibilities

Provides direct instruction to targeted students in a classroom setting.
Assesses student needs to guide the learning process toward improved student achievement.
Interprets data to determine future intervention cycles (tier II and III instruction).
Establishes clear learning targets for all lessons, units, and projects using formal and informal assessment data.
Uses a variety of instructional techniques and literacy materials consistent with reading/language arts and math content standards.
Progress monitors students as needed.
Maintains accurate, complete, and correct records to track student achievements.
Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
Reinforces and supports all school rules and policies.
Develops a positive and successful instructional climate and management system that celebrates student differences and allows for respectful engagement.
Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences.
Demonstrates knowledge of developmental levels of students and different learning styles by providing differentiated learning experiences.
Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills.
Designs and administers informal and formal assessments to measure student learning, growth, and progress.
Organizes and analyzes assessment results to determine progress and uses findings to adjust practice and implement differentiated interventions.
Provides descriptive feedback and engages students and families in constructive conversation about performance improvement.
Defines high expectations for the quality of student work and the perseverance and effort required to produce it.
Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment.
Uses strategies and practices that affirm students' differences related to background, identity, language, strengths, and challenges.
Shares conclusions about student progress with colleagues and seeks feedback to improve practice.
Uses strategies to support family participation in the classroom and school community.
Updates parents on curriculum and suggests strategies for supporting learning at home and school.
Employs two-way communication with families about student performance and learning.
Shows understanding of and sensitivity to different families' home language, culture, and values.
Reflects on the effectiveness of lessons, units, and interactions with students and uses insights to improve practice.
Seeks out and applies ideas for improving practice from supervisors, colleagues, and professional development activities.
Collaborates with colleagues in developing standards-based units, examining student work, analyzing performance, and planning interventions.
Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality.
Fulfills professional responsibilities, is consistently timely and reliable, and demonstrates regular attendance.
Coordinates literacy assessments for the School.
Collects, distributes, evaluates, and interprets data including MCAS, progress monitoring, and other sources.
Meets with the administrative team to present findings and make recommendations for intervention assistance.
Serves as a liaison between administration and intervention staff.
Sets up online intervention programs for teachers.
Facilitates professional development opportunities in conjunction with administration.
Leads PLC meetings with intervention staff as directed.
Works under the direction of administration to implement universal screening tools, including providing training and collecting data.