GENERAL SCOPE

The Interventionist is committed to rigorous and equitable learning outcomes for all studentsthrough a commitment to data driven instructional practices, high expectations for all students, and a collaborative partnership with teachers. The Interventionist will be an instrumental part of theschool's Tier 2 intervention team working with the school team to accelerate achievement foridentified students.Under the direction of the Site Principal, the Interventionist will:

• Focus intervention supports on Reading;

• Partner with classroom teachers to empower, lead, and support students with amind toward systemic equity;

• Understand and respond to a variety of student data (in-class work, benchmarkassessments, observations, and interviews, for example) to develop a programtailored to individual student needs;

• Understand and respond to a variety of student needs, using formative andsummative assessments on a continuous basis to gather evidence of learning, informinstruction, and provide actionable feedback to students;

• Develop personal and collective ownership over the accelerated progress of studentswho are not yet meeting grade level standards (especially in Reading);

• Engage high-leverage instructional strategies that "raise all boats" and directattention and efforts to those students not achieving or at risk of not achievinggrade level standards;

• Evaluate a variety of intervention curriculum and methodologies to determineresearch based best practices for intervention support; and

• Design meaningful formative and summative assessment and analyze andeffectively respond to the data that result.

EXAMPLES OF DUTIES AND RESPONSIBILITIES

The Interventionist will be responsible for fulfilling the following specific duties related to the aforementioned goals.

Instruction and Partnership

• Regularly visit classrooms during instruction to provide coaching support,share meaningful feedback, and engage in empathy;

• In partnership with site administration and Tier 2 specialists (Reading & EL)to engage in data protocols and data analysis and identify students who aremost at-risk because of slow progress;

• Deliver consistent, targeted, research based interventions, with a growth mindsetand a flexible mindset;

• Participate in Student Study Team Meetings;

• Collaborate and communicate with the Special Education support team;

• Model general education accommodations and supports to general education teachers;

• Employ a child-centered approach to understanding that all students are unique,with their individual strengths and needs; and

• Other duties as assigned by the Principal.

Equity

• Participate in one's own personal growth and development around the implicit andexplicit biases that impact the educational environment as a way to inform yourown leadership and perspective on the need to focus on equity in the classroomand school;

• Do whatever it takes to build positive and collaborative relationships with the children, the parents/caregivers, and the classroom teachers and school team;

• In partnership with the site administration, identify successes and challengesrelated to ensuring equitable learning environments and mindsets; support all sitestaff as they increase their own understanding of equity and bias;

• Collaborate and partner with classroom teachers and the school-based specialists toaccelerate the growth of students not yet meeting standards, including those studentswho fall into at least one of the "College Bound" target groups; and

• Continue to learn more about understanding the implications of disproportionateidentification for Special Education of particular student groups, and strive to ensurethe work of the Interventionist disrupts predictable and inequitable pathways forstudents of color.

Curriculum

• Serve as the assigned school site's "go-to" resource on intervention curriculumand methodologies, in particular in the area of reading and implementation of District reading intervention program; and

• Remain apprised of the core curriculum in the classroom across all grade levels, sothe intervention program supports student progress toward standards and powerstandards.Instructional Strategies

• Assist the site leadership in developing a vision for what first-best-instruction ineach respective context should look, sound, and feel like for teachers and students;work each day to see that the vision can be realized;

• Remain personally adept at practicing research-supported instructional strategies. Train, model, and provide regular feedback to teachers, site administrators, andinstructional aides on the use of those strategies in daily instruction;

• Support the development and communication of short and long term interventionprograms, considering how to best integrate and prioritize efforts with the assignedschool site's specific culture, values, and needs. Participate in the evaluation ofprogress toward those goals; and

• Explore new and highly effective teaching and learning strategies, methodologies,and assessments; support teachers, site administrators, and paraeducators andinstructional aides through coaching to improve current practices and the deliveryof high-leverage instructional methods.

Data & Assessment

• Collaborate with teachers to use data to inform instruction and guide interventionand extension planning and support teachers to embrace data as an essential toolthat can serve them and their students well; and

• Support teachers in the implementation of effective evidence-based grading strategiesand practices that focus student reporting and growth around clear learning targets.Future-of-Learning

• Support the development and implementation of inquiry-based learning units(PBL, Design Thinking, and/or Problem-Based Learning) to effectively supportstudents' success in cross-curricular content.

KNOWLEDGE AND ABILITY

• Laserlike focus on equity, inclusion, access, and progress for all students;

• Knowledge of Universal Accommodations for All;

• Collaborative, innovative, and creative. Strong leadership skills;

• Strong problem solver and risk taker, willing to grow as an instructor in order tosupport others in doing the same;

• Skilled integrator of technology as a tool to collect and analyze short termand longitudinal data sets;

• Effective communicator, both orally and in writing;

• Willing designer of assessments who can interpret results and facilitate teams toanalyze results in order to inform instruction and promote student growth;

• Positive team player committed to district mission, vision, core values, andstrategic directions;

• Works independently with minimal direction;

• Develops a schedule and manages time effectively;

• Instructor with experience in and appreciation for: inquiry/project-basedlearning, evidenced-based grading, standards deconstruction, assessment design, and PLC facilitation, and educational technology; and

• Bilingual Spanish skills desirable, but not required.PHYSICAL REQUIREMENTS

• Stamina sufficient to sit and stand for extended periods of time;

• Physical strength to lift and carry up to 20 pounds; and

• Physical ability and stamina to travel between sites.

EXPERIENCE AND TRAINING

• Five years teaching experience in the middle school setting with positive evaluations;

• Demonstrated instructional coaching of teachers and school wide leadership experience;

• Demonstrated ability to collaborate and communicate with colleagues andadministrators for positive outcomes;

• Demonstrated ability to plan and deliver engaging professional development, leadteam meetings, speak publically, and move groups of individuals through adecision-making/problem-solving process;

• Familiar and comfortable with using digital tools for teaching and learning includingbut not limited to Google Apps for Education, in particular Google Sheets or Excel;

• Familiar and comfortable with using Illuminate and data information to informteaching

EDUCATION

• Bachelor's Degree or higher; and

• Valid Single Subject English California Teaching Credential (with CLAD)

CALENDAR

• The Interventionist will work 189 MPEA contracted days.