Dorr - Intervention Specialist; K-3

Intervention Specialist (K-3)

Reports To:

Principal

Employment Status:
Full Time

FLSA Status:
Exempt

• Valid and appropriate teaching certificate/license from the State of Ohio.
• Recent teaching experience at the appropriate grade band preferred.
• Record of good attendance and strong work ethic.
• Evidence of good moral character as established in section  of the Ohio Administrative Code.
• Demonstrated knowledge of how students learn and of the developmental characteristics of age groups.
• Understanding what students know and are able to do and demonstrated ability to use this knowledge to meet the needs of all students.
• Demonstrated knowledge of the content to be taught and ability to use knowledge of content‑area concepts, assumptions and skills to plan instruction.
• Demonstrated knowledge of assessment types, their purposes and the data they generate.
• Ability to maintain confidential information.
• Ability to use technology for data collection.
• Willingness to work with students, staff and community members.
• Prior related work experience required and above average evaluations.
• Willingness to participate in future training.
• Willingness to follow assigned work schedule.
• Knowledge of safety regulations and precautions for work environment.
• Demonstrated ability to communicate with students, parents, teachers, counselors, and administrators.
• Knowledge of how to integrate technology into the curriculum.
• Willingness to meet the needs of all students.
• Willingness to work in school sponsored and school related activities.
• Demonstrated knowledge of strategies to measure progress of IEP goals and objectives.
• Knowledge and experience with the ETR and IEP process (assessment, goals, implementation, evaluation).
• Experience working with a culturally diverse student population preferred.
• Alternatives to the above qualifications that the Board of Education may find appropriate.

The teacher helps students to learn subject matter and skills, which will lead toward the fulfillment of their potential for intellectual, emotional, and psychological growth. Directs and evaluates the learning experiences of the students in activities sponsored by the school.

• Models respect for students’ diverse cultures, language skills and experiences.
• Sets specific and challenging expectations for each individual student and each learning activity.
• Fosters a learning community in which individual differences and perspectives are respected, and strives to minimize the impact of implicit biases.
• Plans and sequences instruction in ways that reflect an understanding of the prerequisite relationships among topics and concepts and utilizes content‑specific instructional strategies to effectively teach the central concepts and skills of the discipline.
• Aligns instructional goals and activities with school and district priorities and Ohio’s academic content standards.
• Anticipates and adjusts learning experiences to address common misconceptions of the discipline that impede learning.
• Collaboratively constructs interdisciplinary learning strategies that make connections between content areas.
• Uses a variety of resources to enable students to experience, connect and practice real‑life and career applications, through activities such as service learning.
• Purposely plans assessments and differentiates assessment choices to identify student strengths, promote student growth and maximize access to learning opportunities for the full range of student needs, abilities and learning styles.
• Analyzes data from a variety of diagnostic, formative and summative assessments to monitor student progress and learning, and to plan, differentiate and modify instruction as well as recognize characteristics of gifted students, students with disabilities and at‑risk students in order to assist in appropriate identification, instruction and intervention.
• Examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate potential learning obstacles.
• Collaborates and communicates student progress with students, families and colleagues on a continuous cycle using a variety of means.
• Designs and shares…