English Intervention Teacher

Job Description

Job Title: English Intervention Teacher

Reports To: Building Principal(s) and Central Office Administration as necessary

Location: Howell High School (9-12)

FLSA Status: Exempt

Union Affiliation: Howell Education Association

Duration: Ten months (First scheduled teacher report day through last scheduled teacher report day of the school year)

Salary: Per HEA Master Agreement

• Provide academic Multi-Tiered System of Supports (MTSS) for At Risk students, including research-based instruction in reading, and writing.
• Provide professional development and instructional coaching for classroom teachers in research-based instructional practices.
• Comprehend and impart the content of applicable grade level and subject curriculum.
• Communicate with children and adults in a manner that is clear and interactive.
• Speak, hear, see and write clearly, with or without assistive device(s).
• Direct students' activities and correct student behavior, where necessary.
• Communicate with parents through use of the telephone and email.
• Perform reporting tasks as required, including the production of lesson plans and the issuance of student grade and progress reports.
• Adhere to all Board and District policies.
• Responsibilities in compliance with the HEA Collective Bargaining Agreement.
• Regular, predictable attendance.
• Other duties as assigned.

• Valid Michigan Teaching Certificate in English (BA) 9-12 required.
• Must meet appropriate placement guidelines in the area of responsibility.

• Demonstrates leadership in the ability to communicate a clear vision and to work cooperatively with others to attain the vision.
• Demonstrates a willingness to take professional risks to improve opportunities for students.
• Demonstrates a willingness to advance learning through professional development opportunities.

• Ability to effectively present information and respond to questions from administrators, students, staff, parents and the general public consistent with the duties of this position.
• Ability to read and interpret documents such as grants, journal articles, governmental forms and handbooks and is able to follow instructions.
• Superior ability to express oneself clearly; both orally and in writing.
• Excellent grammar, spelling, and punctuation skills.

• Ability to add, subtract, multiply, and divide in all units of measure consistent with the duties of this position.
• Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations consistent with the duties of this position.

• Ability to solve complex problems and deal with variables in situations where only limited standardization exists.
• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form consistent with the duties of this position.
• Exhibit high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects, and maintain a flexible attitude.
• Ability to work well under pressure.
• Ability to see tasks through to successful conclusion.

• Possess excellent communication skills with a client-centered focus.
• Ability to build rapport with others and to serve diverse population.
• Ability to work with individuals and groups of students to support academics and behavior management.
• Ability to establish and maintain effective working relationships with students, parents, staff members, and the school community.
• Ability to take the initiative, work well with others as a collaborative team member, and exhibit good communication skills.
• Excellent interpersonal skills with ability to effectively communicate, speak clearly, and communicate thoughts succinctly.

• Strong understanding of using data to maximize student learning, prioritize needs, and assess programs.
• Knowledge of Michigan Department of Education rules and regulations pertaining to the discipline of general education and special education students, including appropriate timelines required for action.
• Ability to perform duties with awareness of all District requirements and Board policies.
• Professional demeanor in appearance and behavior.
• Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions and perform duties and tasks at expected levels of professionalism with minimal supervision.
• Ability to learn new skills, flexibility and willingness to perform a variety of tasks.
• Proficient in problem solving skills.
• Accurate and detail oriented.
• Ability to work well with others including administrative and support staff team, and follow written and oral directions.
• Ability to work without direct supervision.

• Ability to use both personal computer (PC) and Macintosh platform devices and applications in a networked environment.
• Strong knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and…