Mathematics Interventionist; TEAMS possibility Job Pike Road area,Alabama USA,Education / Teaching

Position: Mathematics Interventionist (TEAMS possibility)

Our Mission

Empowering minds, shaping future leaders.

Our Vision

We are dedicated to a culture of excellence that enables individuals to reach their full potential. Firmly rooted in our community, our goal is to be a premier institution that fosters greatness in every member while proactively addressing the needs of our school community.

Location

Pike Road Schools

Reports To

Principal

FLSA Status

Exempt

Terms

187-Day appointment compensated in accordance with the board-approved salary schedule

Job Goal

To support students who are behind in reading and math by using the appropriate intervention techniques, programs, and supports.

Qualifications

State of Alabama Professional Educator Certificate in area of primary responsibility.

Willingness to receive training in a recognized dyslexia therapy program or other intervention programs.

Knowledge of the Response to Instruction (RtI) process.

Strong organizational, communication and interpersonal skills.

Performance Responsibilities Teacher as Learner

Possess current content knowledge in the area of instructional responsibility.

Continue as a life‑long learner.

Participate in professional learning activities.

Collaborate with colleagues.

Learn and utilize new strategies and technologies to engage students in challenging, authentic, and meaningful learning experiences.

Model lifelong learning and curiosity to students.

Teacher as Relationship Builder

Create a positive culture of learning.

Value and respect each learner.

Recognize the potential in each learner.

Encourage and support each learner to reach his/her fullest potential.

Teacher as Designer and Facilitator

Value and collaborate with parents as partners in their children’s education.

Embrace the teacher’s role as facilitator, navigator, mentor, and encourager.

Encourage students’ curiosity, self‑discipline, and ownership of learning.

Solicit and incorporate the voice of students concerning their learning.

Value and collaborate with community members.

Design, redesign, and facilitate challenging, authentic, and meaningful work that appeals to learners’ motives, interests, and learning styles.

Encourage learners to learn any time and any place.

Understand that failure is a valuable part of the learning process that occurs when learners challenge themselves.

Value learners’ time by not teaching what students already know and support learners in exceeding grade level content (no limits on learning).

Use a variety of tools to measure engagement and assess learning.

Teacher as a Role Model and Leader

Embrace and promote the system’s mission, vision, beliefs, and goals.

Model appropriate personal characteristics and work habits.

Abide by and promote high ethical standards and adhere to the Alabama Code of Ethics for Educators.

Lead professional learning, mentor aspiring teachers, conduct action research, share expertise, and contribute to the field of education.

Fulfill professional responsibilities beyond those exhibited in the classroom to include participation in school programs, school and system program improvement efforts, and community and parent groups.

Perform other duties as required by school and system leadership.

Teacher as an Interventionist

Implement the Response to Instruction program at the school level ensuring compliance with Federal, State and District policies/guidelines.

Provide direct services in the area of need: assessment, identification, interventions, technology and progress monitoring.

Work with school staff so that appropriate classroom accommodations are provided for students identified with dyslexia.

Provide a written report of student’s test results.

Implement the District’s Response to Instruction Model specific to students identified as Tier III.

Review and interpret data to determine appropriate RTI student groups and their need for instructional intervention.

Employ a variety of instructional strategies/techniques and technology to meet the needs of Tier 3 struggling students including those identified with dyslexia.

Maintain all necessary student records required by the RtI process or designated program.

Conduct progress monitoring for students receiving RTI Interventions through the use of formal and informal…