Alternative Education Interventionist

Applications will be accepted beginning Thursday, February 19, 2026 12:00 AM (Central Standard Time).

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School: Miami Junior Senior High School Department: Instruction Reports To: Principal FLSA Status: Non-Exempt Employment Term: 10-Month Position (152 days per fiscal year)
Work Schedule: 7.75 Hours a day 7:45-3:30 (ISS students arrive @ 8:00, Get picked up @ 3:15).

Students assigned to the Academic Focus Room attend 8:00 a.m. – 3:15 p.m. to maintain an alternative setting to the general student population during assignment.

• Discipline challenges
• Credit deficiencies
• Gaps in foundational academic skills
• Attendance and engagement concerns

Miami Junior–Senior High School is seeking a highly structured, relationship-driven Alternative Education Interventionist to support students who require an alternative learning environment to remain academically engaged and on track toward graduation.

The Academic Focus Room (AFR) serves as a Tier 2/Tier 3 intervention setting for students experiencing:

• Discipline challenges
• Credit deficiencies
• Gaps in foundational academic skills
• Attendance and engagement concerns

This role blends academic intervention, behavior support, and credit recovery supervision to ensure students remain productive while developing the skills necessary to successfully reintegrate into the traditional classroom setting.

The Alternative Education Interventionist plays a critical role in:

• Supporting students with grade deficiencies
• Facilitating Edgenuity credit recovery
• Monitoring attendance and behavior
• Providing structured academic support
• Reinforcing accountability and positive decision-making

• Re‑engage students academically
• Address behavior and decision‑making
• Recover credits and improve grades
• Close skill gaps
• Prepare students for successful reintegration

• Provide continuous supervision of students assigned to the Academic Focus Room.
• Maintain a calm, structured, and academically focused learning environment.
• Establish and reinforce clear expectations for behavior, attendance, and productivity.
• Supervise students during transitions, lunch, and dismissal.
• Utilize de‑escalation and restorative strategies to address behavior.
• Refer serious or ongoing concerns to administration.

• Support students with missing assignments and failing grades.
• Provide structured time and support for academic completion.
• Reinforce basic academic skills including reading, writing, math, and organization.
• Assist students in setting daily academic goals.
• Encourage persistence, accountability, and work completion.
• Monitor on‑task behavior and productivity throughout the day.
• Collect and return assignments from classroom teachers.

• Facilitate and supervise Edgenuity credit recovery coursework.
• Ensure students log in daily and follow pacing expectations.
• Monitor progress toward course completion and credit attainment.
• Track grades, assessments, and lesson completion.
• Maintain academic integrity during online coursework and assessments.
• Communicate regularly with counselors and administration regarding progress.
• Assist students in developing completion timelines and recovery plans.

• Guide students through reflection activities related to behavior and choices.
• Support development of behavior improvement plans.
• Reinforce accountability and positive decision‑making.
• Facilitate restorative conversations when appropriate.
• Help students build self‑management and coping skills.

• Prepare students for successful return to general education classrooms.
• Communicate progress with teachers and administrators.
• Monitor student readiness for transition.
• Provide recommendations for continued support.

• Take accurate daily attendance for AFR students.
• Monitor tardies and absences.
• Document attendance patterns and concerns.
• Support school‑wide attendance expectations as…