Interventionist​/Classroom Support Staff

Interventionist/Classroom Support Staff (2989)

Natick Public Schools invites you to explore a career with a district that educates approximately 5,300 students from Pre‑K through age 22. We are an innovative, supportive, and high‑performing district that provides high‑quality services for our diverse students and their families from Natick and Boston. Our community is dedicated to all students achieving high standards in a safe, trusting, respectful environment where learning is exciting, dynamic, and engaging, and where connectedness and belonging are valued and actively cultivated.

We are home to families that speak almost 60 different languages and our student population is approximately 29% Students of Color and 71% White students. With a graduation rate of 97% and 90% of our students attending post‑secondary schools, we are proud of our commitment to excellence in educating students to be informed and successful citizens of a global world.

Interventionist / Classroom Support Staff

Ben‑Hem

Principal, Director of Teaching, Learning, and Innovation

Full Time (180 days per year)

Per the Non‑Rep Compensation schedule;
Benefits Eligible:
Yes.

Job Goal: The Interventionist / Classroom Support Staff works in an instructional capacity to support students who have a range of academic needs. In the early grades, Interventionists provide effective early intervention for students identified as being at risk for acquiring literacy and numeracy skills and concepts. In the upper elementary and middle grades, Interventionists support students who are below grade level in literacy and numeracy skills and concept attainment by providing district instruction in targeted areas of need.

• Education:
  
  Bachelor's Degree
• Professional Certification: DESE teaching license preferred but not required
• Specialized Knowledge:
  Knowledge of the developmental needs of children; strong content‑area knowledge and expertise; understanding of theories and teaching methodologies along with the academic, social, and emotional needs of elementary and/or middle school students; working knowledge of the Massachusetts Standards‑Based curriculum; working knowledge of SEL instruction and supports; understanding of and commitment to the principles and practices of diversity, equity, inclusion, and social justice as they relate to student engagement and success.
• Preferred Experience:
  
  Experience working with children in the relevant age group; experience providing instruction to children and/or adolescents; experience working in a diverse public school; experience working with students with disabilities/special abilities; experience working with students who are English language learners; experience with Google Suite (Drive, Docs, Sheets, Slides, Classroom, etc.) and Power School (preferred, training provided).
• Skills:
  
  Demonstrated aptitude for work to be performed; bilingual skills, especially in Spanish and Portuguese, highly desirable; strong written and verbal communication skills; strong interpersonal skills; passion for working with students, families, and colleagues; flexibility, collaboration, multitasking in a fast‑paced, supportive environment; organization and meeting time‑sensitive deadlines.

• Phone, intercom, personal computer and software applications, scanner, copy machine, calculator, camera, printers and fax machine.

• Help with transition of students at the beginning of the school year.
• Conduct assessments of students' literacy and math skills and conceptual understanding.
• Provide effective intervention for students identified as being at risk for acquiring literacy and numeracy skills and concepts.
• Provide specialized tutoring in one‑to‑one and small group sessions.
• As needed, provide instruction in auditory discrimination, rhyming discrimination and production, word, syllable and sentence segmentation, letter name and sound identification, concepts about print, and application of basic cueing systems to emergent reading materials.
• As needed, provide instruction in number recognition,…