Middle School Interventionist – English​/Language Arts Woodlawn Campus

Middle School Interventionist – English/Language Arts – 2026/2027 School Year (Woodlawn Campus)

Job

Final date to receive applications:
Posted until filled

Posted:
May 19, 2026 5:00 AM (UTC)

Starting Date:
Aug 1, 2026

Job Type: Full-Time

Salary: $65,000 – $75,000 per year

Job Categories: Classroom Teacher >
English & Language Arts

The Woodlawn Campus of the University of Chicago Charter School (UCW) opened in September 2006. It has a three-part mission:
1) to assist students in developing the habits of mind, work, and heart to be successful in college and good citizens of their community;
2) to contribute to the community through student research, service, and leadership; and
3) to improve teaching and learning by serving as a site of professional development for teachers and school leaders. Woodlawn Middle School educates students in grades 6‑8.

The Interventionist is a highly skilled instructional support professional responsible for planning, delivering, and monitoring targeted academic interventions during designated WIN (What I Need) blocks and beyond. This role is central to accelerating student achievement, closing learning gaps, and ensuring all students receive timely, data‑driven support aligned to standards‑based instruction.

The Interventionist works collaboratively with teachers, instructional coaches, and school leadership to identify students needing additional support, design responsive interventions, and track progress through ongoing assessment and data analysis.

• Deliver high‑impact, small‑group instruction during WIN blocks in ELA, Math, and/or other identified content areas
• Provide targeted remediation and skill acceleration based on student performance data
• Flexibly regroup students based on real‑time data and progress
• Support the development and maintenance of efficient WIN block systems including:
  • Student grouping protocols
  • Rotation schedules
  • Entry/exit procedures
  • Data‑based regrouping cycles
• Ensure smooth transitions and minimal instructional downtime during WIN
• Maintain consistency in expectations, routines, and instructional rigor across all intervention groups

• Analyze formative and summative assessment data to identify students in need of intervention
• Collaborate with grade‑level teams to group students dynamically for WIN instruction
• Monitor student progress using benchmarks, exit tickets, diagnostic tools, and progress monitoring assessments
• Develop targeted intervention plans by skill strand and priority standard
• Conduct regular progress monitoring (weekly or bi‑weekly depending on MTSS tier)
• Maintain intervention records that clearly show:
  • Skill targeted
  • Strategy used
  • Student response
  • Next instructional steps
• Use data to make instructional pivots within and between intervention cycles

• Participate in MTSS Tier 2 and Tier 3 problem‑solving meetings
• Collaborate with teachers to ensure alignment between Tier 1 instruction and Tier 2/3 support
• Support identification of students requiring intervention based on academic risk indicators
• Help implement intervention plans with fidelity and consistency across grade levels
• Support teachers in interpreting data and identifying instructional next steps
• Maintain clear communication regarding student progress and intervention outcomes
• Participate in grade‑level planning and data meetings to inform instructional decisions

• Develop and maintain structured intervention plans aligned to student needs and standards
• Use research‑based intervention strategies aligned to grade‑level standards and student learning gaps
• Differentiate instruction to meet varied academic needs within flexible grouping structures
• Use high‑impact instructional practices such as:
  • Modeling and guided practice
  • Error analysis
  • Spiral review
  • Scaffolded questioning
  • Immediate corrective feedback
• Ensure instruction is intentional, fast‑paced, and focused on student mastery and acceleration (not just remediation)
• Prepare lesson materials and differentiated resources for WIN groups
• Ensure interventions are…