Interventionist

Interventionist

Marlborough High School (Grades 9-12)

Appointment is contingent upon 2026-27 budget approval.

Work Year: 2026-27

Salary:
In accordance with the MEA Salary Scale according to education and experience.

Organizational Relationship or Line of Authority:
Directly responsible to the building Principal in all matters pertaining to the building. Jointly responsible to appropriate Principal and Assistant Superintendent for Teaching and Learning in areas of instruction and curriculum.

Job Summary:

Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partner with families, caregivers, community members, and organizations to promote learning.

Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.

Statement of Duties:

• At the secondary level (9-12), provides direct instruction to targeted students in a classroom setting.
• Assesses student needs to guide the learning process toward improved student achievement.
• Interpret data to determine future intervention cycle (tier II and III instruction)
• Establishes clear learning targets for all lessons, units and projects using formal and informal assessment data obtained from students.
• Uses a variety of instructional techniques and materials consistent with content standards and the needs and capabilities of the individuals or student groups involved.
• Progress monitors students as needed
• Maintains accurate, complete, and correct records to track student achievements
• Provides written evidence of preparation upon request of building leaders
• Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities
• Reinforces and supports all school rules and policies
• Develops a positive and successful instructional climate and management system that celebrates student's differences and allows for respectful engagement
• Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
• Demonstrates knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes.
• Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
• Designs and administers informal and formal assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards.
• Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness.
• Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
• Defines high expectations for the quality of student work and the perseverance and effort required to produce it.
• Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
• Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges.
• Shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.
• Uses strategies to support every family to participate actively and appropriately in the classroom and school community.
• Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Employs two-way communication with families about student performance and learning and responds promptly and respectfully…