Anticipated Academic Support Teacher

Position Type:
Support Staff/Academic Support Teacher

Date Posted: 9/24/2026

Location:

Cedar Mountain Primary School

Date Available:

01/04/2027

Content Area Director / Principal

• Valid New Jersey Instructional Certificate in the area of expertise.
• Demonstrated knowledge of evidence-based intervention practices and structured, explicit instruction within a Multi-Tiered System of Supports (MTSS/VTSS) framework.
• Working knowledge of universal screeners, diagnostic assessments, and progress monitoring tools, with the ability to analyze data and adjust instruction in response.
• Ability to maintain a positive, structured small-group learning environment.
• Digital fluency is required, including familiarity with intervention platforms, data dashboards, and learning management tools.
• Strong interpersonal and communication skills.
• Required criminal history background check and proof of U.S. citizenship or legal resident alien status.

Students, and when assigned, student teachers and classroom aides.

To accelerate student growth in foundational academic skills by delivering targeted, evidence-based interventions in small-group and individual settings; to use ongoing assessment data to plan and adjust instruction; and to partner with classroom teachers, coaches, the Child Study Team, and families to support a coherent Multi-Tiered System of Supports.

• Delivers targeted Tier 2 and Tier 3 interventions aligned to identified student needs in literacy, mathematics, or other foundational skill areas.
• Uses universal screeners, diagnostic assessments, and progress monitoring data to identify students for intervention, set measurable growth goals, and adjust instruction.
• Selects and implements approved, evidence-based intervention programs and routines with fidelity, balancing program integrity with responsive teaching.
• Plans intervention sessions with clear objectives, explicit modeling, guided practice, and frequent checks for understanding.
• Collaborates with classroom teachers and instructional coaches through both push-in and pull-out service models to align intervention with core (Tier
  1) instruction.
• Maintains accurate, timely records of attendance, intervention sessions, progress monitoring data, and entry and exit decisions in district-approved systems.
• Participates in I&RS, VTSS, and grade-level data team meetings; contributes to problem-solving cycles and tier movement decisions.
• Communicates regularly with parents and guardians about student progress, intervention plans, and at-home strategies.
• Coordinates with the VTSS Team, Child Study Team and counselors when students may require evaluation or additional support, providing data, work samples, and instructional history.
• Establishes and maintains a positive, structured intervention setting that builds student engagement, confidence, and academic identity.
• Manages caseload and scheduling effectively to maximize instructional time across multiple groups, classrooms, and grade levels.
• Supports the smooth transition of students between tiers, and from grade to grade, by sharing intervention history and recommendations with receiving teachers.
• Maintains professional competence and continuous improvement through in-service education and other professional growth activities focused on intervention, MTSS, and data literacy.
• Participates in school-level planning, faculty meetings and committees, and district initiatives related to intervention and student support.
• Makes effective use of district and community resources to enhance the intervention program.
• Upholds and enforces school rules, administrative regulations, and board policy.
• Performs other duties within the scope of employment and certification as may be assigned.

Salary and work year to be determined as mutually agreed upon in the Collective Bargaining Agreement.

$57,330 $ 107,184 annually, commensurate with experience and qualifications, and in accordance with VTEA contract salary guide.