Title 1 Reading Interventionist

SCOPE OF RESPONSIBILITIES

The core business of the school system is to provide students with engaging, challenging schoolwork in which they persist when they experience difficulty, and from which they gain a sense of satisfaction. Therefore, all district activity must be organized around students and the work that students do.

The Reading Interventionist assumes the responsibility for implementing and facilitating methods grounded in scientific reading research for students to improve reading instruction.

PERFORMANCE RESPONSIBILITIES/ESSENTIAL FUNCTIONS:

• Provides small group supplemental and/or intervention instruction; utilizes test data to inform instruction and methodologies.
• Implements curriculum changes; as well as state and district mandates.
• Works collaboratively with teachers in the classroom and/or Literacy Coach(s) to provide supplemental (Tier II) or intervention (Tier III) reading instruction for students in grades Pre-K, K, 1, 2, 3, and/or 4 in his/her assigned school.
• Informs classroom teachers of students' progress during small group instruction and how to use DIBELS test data to monitor student progress.
• Actively participates in all professional development related to the essential components of reading.
• Implements instructional and intervention strategies based on scientific reading research, including whole faculty study groups.
• Documents student progress and maintains assessment data.
• Uses available instructional materials and a variety of techniques in providing opportunities for student achievement and development.
• Completes reports, assignments and records in a timely fashion.
• Reports regularly and punctually to assigned work locations.
• Notifies the principal or designated person of impending absence.
• Cooperates with school-based and central office personnel.
• Maintains and submits a weekly lesson plan to school principal.
• Acquires a minimum of 36 continuing learning units (CLU) between July 1 and June 30 each year.
• Performs other duties as assigned by the school principal, Literacy Coach, and/or Assistant Superintendent of Early Childhood and Elementary Education.

WORK ENVIRONMENT/WORK HOURS

The Interventionist is required to:

• Work in an assigned school that is a climate-controlled environment adhering to School Board energy policy
• Work the same hours consisting of teacher hours at assigned school site, including 30 minutes for lunch
• May sometimes work evenings, weekends, and holidays as required by job responsibilities and commitments.

COMMUNICATION SKILLS

The Interventionist must be able to:

• Communicate in English both orally and in writing
• Accurately give and receive information via telecommunication systems
• And must be able to communicate successfully and pleasantly with students, parents, colleagues, and supervisors

TECHNOLOGY SKILLS

The Interventionist must be able to:

• Produce letters, memos, charts and tables using a standard electronic word processor
• Use a package such as Power Point to produce a presentation for an audience
• Compose, send, and receive e-mail using an industry-standard e-mail package
• Use a standard web browser to access information on the World Wide Web
• Use a standard search, engine like Google to do basic and advanced web searches
• Utilize database management programs designated by the JPPSS to complete and maintain student and school records

EQUIPMENT USE

The Interventionist must be able to use:

• Telephone
• Computer
• Copy machine
• Video equipment
• Facsimile machine
• Scanner
• Printer
• Other appropriate office equipment

PHYSICAL INVOLVEMENT

The Interventionist must be able to:

• Operate office equipment
• Sometimes, stand, walk, reach, bend, and lift up to 10 pounds
• Provide own transportation to schools, work locations, and meeting sites as necessary

MENTAL INVOLVEMENT

The Interventionist must be able to:

• Understand and interpret written and verbal instructions from supervisor
• Work independently with minimal supervision

HUMAN RELATIONS INVOLVEMENT

The Interventionist must be able to:

• Work compatibly in group settings
• Respond positively to supervision
• Accept suggestions for improvement

MINIMUM QUALIFICATIONS

• Bachelor's degree in elementary education
• Valid Louisiana Teaching Certification in Elementary Education
• Three years successful elementary teaching experience in a language arts classroom
• Demonstrated ability to work compatibly in group sessions and with other teachers

DESIRABLE QUALIFICATIONS

• Master's Degree in Education
• Holds National Board Certification
• Attended extensive professional development on the five essential components of reading
• Evidence of post interventions that have produced positive results