Interventionist - Kindergarten Literacy; Floyd

Interventionist - Kindergarten Literacy (Floyd)

• Position Type:
  Professional - Teacher Level (Elementary)/ Interventionist
• Date Posted: 6/3/2026
• Location:
  
  Floyd Elementary School

• Shift Type:
  Full-Time
• Wage/Hour Status:
  Exempt
• Reports To:
  
  Principal

EMPLOYMENT BEGINS:  School Year

To provide targeted, data-driven early literacy interventions for at-risk kindergarten students to accelerate reading development and ensure grade-level proficiency.

• Minimum 5 years successful teaching experience
• Experience teaching PreK, Kindergarten, and/or 1st grade
• Training in district content area curriculum, instructional strategies and reading initiatives (preferred)
• Master's Degree (preferred).

• Demonstrate a working knowledge of the science of teaching reading
• Demonstrated expertise in Early Childhood reading and writing curriculum including the TEKS, Prekindergarten through 1st grade
• Exhibit highly effective organizational skills
• Ability to articulate clearly and knowledgeable about the goals and standards of the district curriculum and initiatives
• Understand and effectively respond to the needs of early readers and at-risk students
• Possess knowledge and understanding of all testing and the ability to disaggregate, interpret, and make use of the testing data
• Possess knowledge and understanding of all policies and procedures of the MISD.

• Proven success working with at-risk students
• Demonstrated success developing and accelerating early readers

• Provide accelerated instruction for kindergarten students experiencing reading difficulties or not performing on grade level
• Analyze and interpret data to identify areas of need for targeted intervention in the areas of early literacy
• Develop and monitor support systems for students who are not performing on grade level in reading/language arts
• Maintain accurate records of students in need of additional support and keep staff informed as students progress
• Consult with teachers concerning students with reading difficulties to identify effective strategies for instructional support
• Provide support for the Problem Solving Team and/or PST Chair for at-risk students
• Collaborate with primary grade level teams to implement the reading/language arts curriculum
• Work closely with parents to assist students with reading difficulties
• Provide support for family reading opportunities/other campus reading initiatives
• Attend staff development to learn and implement additional strategies for working with early readers and at-risk students
• Consult with campus administration concerning attendance and behavior of at-risk students
• Perform other duties as assigned.

• None

• Maintain emotional control under stress and the ability to focus in an environment not always conducive to concentration
• Maintaining and reflecting the highest of expectation with a positive attitude
• Make multiple decisions, both immediate and long range
• Communicating clearly and concisely
• Communicating well, making multiple decisions regarding curriculum demands as well as decisions regarding teachers' educational and emotional well-being.
• Lifting, carrying, and delivering various weights of materials
• Work extended hours as needed.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.