Math Interventionist

The goal of the Math Interventionist is to assist students who have been identified as at-risk within the Alburgh Community Education Center's MTSS System of Support. The literacy interventionist is to provide a continuum of support to students to support them get on grade level. The interventionist develops material and lesson plans appropriate for each individual student's needs and evaluates and assesses student performance. The interventionist meets with parents, interprets student progress, and informs parents/guardians about student strengths, weaknesses, and progress. The literacy interventionist collaborates with identified teachers who share students needing Tier II or Tier III interventions and develops a transition plan between the intervention classroom and the regular classroom. The successful candidate shall: 1. Possess skills at interpretation of assessment data to drive instruction. 2. Review data to make instructional decisions to address student weaknesses. 3. Prepare and deliver focused Tier II and Tier III math intervention instruction in a small group or 1:1 setting. 4. Possess knowledge in researched based literacy intervention strategies and actual implementation. 5. Utilize instructional management systems which increases student learning and maximizes time on task. 6. Monitor student progress towards achieving instructional objectives and goals on their MTSS Intervention Plans or IEPs. 7. Collaborate with the assigned classroom teacher(s) for instructional planning and delivery. 8. Monitor and maintain accurate records on student achievement, articulating the progress and success. 9. Provide explicit, scientifically based instruction to small groups of students or a 1:1 setting. 10. Assist in the scheduling and assignment of students to the program. 11. Implement the identified research based math interventions. 12. Foster a classroom climate conducive to learning. 13. Promote and maintain positive pupil-teacher-parent relationships. 14. Possess a strong commitment to help all children succeed. 15. Adhere to the teacher code of conduct. 16. Maintain professional work habits. 17. Perform other duties as assigned by the School Building Administrator PROFESSIONAL EXPECTATIONS: To perform the job successfully, an individual should demonstrate the following: Communication Skills. Positive, friendly, helpful demeanor. Excellent oral, written and listening communication skills. Responds well to questions. Communication is timely, courteous, respectful and tactful. Comfortable engaging with a diverse range of individuals from all race and socio-economic backgrounds; including in no particular order: persons of color, students and parents from new-American families, persons with disabilities, and LGBTQIA+ individuals. Interpersonal Skills. Have a level of self-awareness, limit reactivity, handle and maintain composure in stressful situations well. Be an effective team member; work well with others, including those with opinions or beliefs different from their own. Interacts with others in a positive, friendly, tactful, and respectful manner. Build constructive and supportive relationships with peers. Help to create an inclusive work environment. Team Player. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies. Organizational/Planning Skills. Uses time efficiently. Strong organizational skills that reflect the ability to prioritize multiple tasks seamlessly with excellent accuracy & attention to detail; able to multitask and prioritize effectively. Flexibility/Adaptable: Open to and embraces change towards the improvement of the systems. Open to new ideas and tasks without resistance; able to deal with new situations well. Versatile and capable of handling diverse assignments. Effectively accepts constructive criticism. Maintains composure when faced with stressful situations that require flexibility and adaptability. Motivation/Initiative: Has a personal drive to success. Proven ability to work effectively without specific direction, and with minimal supervision. Able to identify and implement improvements to systems and practices to increase efficiency and effectiveness. Emotional Maturity: Able to effectively handle conflict and stress; able to remain calm and professional when challenged or when others disagree. Attitude/Personality/Style: Friendly, helpful and positive disposition; patient and understanding; takes pride in work; responsive to the needs of others; enthusiastic; good sense of humor; able to see the good in every situation; honest and direct; transparent. Attendance/Punctuality: Is consistently at work and on time; ensures work responsibilities are covered when absent; arrives at meetings and appointments on time; commits to long hours of work, including overtime, when necessary to reach goals. Schedules appointments so as to minimize impact on work. Follows established leave requesting and reporting protocols Problem Solving Skills: Approaches problems in a positive manner. Views impediments as solvable challenges. Able to identify practical solutions to problems. Able to resolve issues in a fair, equitable and timely manner. Professionalism: Presents a professional image; remains calm and focused in stressful situations; treats others with courtesy and respect regardless of their status or position; maintains a professional appearance for the position in both dress and manner; approaches others in a tactful manner; reacts well under pressure; accepts responsibility for own actions; follows through on commitments. Organizational Support: Follows district policies and procedures, rules of conduct, and behavior expectations. Promotes/presents a positive image of the school/district. Quality of Work: Demonstrates accuracy and thoroughness. Performs duties consistent with District standards. Demonstrates good attention to detail. Quantity of Work: Completes work in a timely manner and strives to increase productivity. Manages to stay productive even during relatively slow times with minimum direction. Able to effectively adjust rate or speed in anticipation of time constraints. Dependability: Follows instructions and responds to management direction; responds to requests for service and assistance; takes responsibility for own actions; keeps commitments. Job Knowledge: Demonstrates a working knowledge and understanding in the areas of responsibility. Acquires needed skills and knowledge with little reluctance. QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty and professional expectations satisfactorily, in addition to the following: Experience with researched based math interventions PBIS training is preferred. Hired applicant will be required to complete a Criminal Background Check at his/her expense. Bachelor's degree or higher. Valid Vermont Teaching License Citizenship, residency, or work VISA in the United States required Language Skills: Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before groups of students or employees. Computer Skills and Experience: Proficient use of Google Suite: Gmail, Google Calendar, Google Docs, Google Forms, Google Sheets. Proficient in Microsoft Office Suite: Word, Excel. Experience working in and updating database systems. Web and Social Media communications experience preferred. Communication & Interpersonal Skills: Ability to communicate courteously, efficiently, and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies. Mathematical Skills: Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs. Some bookkeeping/accounting training or experience may be desirable. Reasoning Ability/Mental Requirements: Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Attendance: Reliable attendance at work and punctuality is required for the position. Employees must also be able to participate in required meetings and/or training that are held outside of the normal work day or work hours. Employees must be willing and able to work evenings and/or weekends. DEFINITIONS - PHYSICAL DEMANDS Sitting: remaining in a seated position Standing: remaining on one's feet in an upright position at a workstation without moving about Walking: Moving about on foot Seeing: Perceiving with the eye Hearing: Perceiving or listening to sound by ear Talking: Articulating, speaking or discussing using spoken words Dexterity: Skill in the use of hands and fingers Lifting: Raising or lowering an object from one level to another (includes upward pulling) Carrying: Transporting an object, usually holding it in the hands or arms or on the shoulder Bending/Stooping: Bending the body downward and forward by bending the spine at the waist. Occurs to a considerable degree and requires full use of the lower extremities and back muscles. Pushing: Exerting force upon an object so that the object moves away from the force (includes slapping, striking, and kicking) Pulling: Exerting force upon an object so that the object moves toward the force (includes jerking). Twisting: Rotating; moving to face in an alternate direction. Climbing: Ascending or descending ladders, stairs, scaffolding, ramps, poles, ropes and the like, using the feet . click apply for full job details