Long Term Substitute Math Interventionist - Marlborough High School

Marlborough Public Schools•Marlborough, MA

7d•Onsite

About The Position

Marlborough High School is seeking a Long Term Substitute Math Interventionist for grades 9-12. This role involves promoting student learning and growth through high-quality instruction, authentic assessments, data analysis, and constructive feedback. The interventionist will maintain instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Collaboration with families, caregivers, community members, and organizations is essential. The position requires maintaining an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.

Requirements

Bachelor's or higher earned academic degree
Licensed by the Massachusetts Department of Elementary and Secondary Education in Math (covering Grades 9-12) or Special Education (covering Grades 9-12) preferred.
SEI endorsement preferred.
Bilingual (Spanish or Portuguese) Preferred
Previous teaching and/or successful experience preferred
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 Database, 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

Current, valid, DESE license is required for appointments greater than 90 consecutive school days

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 materials consistent with content standards and student needs.
Progress monitors students as needed.
Maintains accurate, complete, and correct records to track student achievements.
Provides written evidence of preparation upon request of building leaders.
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 that enable them to acquire complex knowledge and skills.
Demonstrates knowledge of developmental levels of students and different ways students learn 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 identify/implement appropriate differentiated interventions.
Provides descriptive feedback based on assessment results and engages students and families in constructive conversation about 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 to create and maintain a safe physical and intellectual environment.
Uses strategies and practices that enable students to demonstrate respect for and affirm their own and others' differences.
Shares conclusions about student progress with appropriate colleagues and seeks feedback on instructional or assessment practices.
Uses strategies to support every family to participate actively and appropriately in the classroom and school community.
Updates parents on curriculum and suggests strategies for supporting learning at school and home.
Employs two-way communication with families about student performance and learning and responds promptly and respectfully.
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, professional development, and other resources.
Collaborates with colleagues in developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
Fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.