Intervention Specialist, Education ​/ Teaching

Intervention Specialist

Reports To:

Principal of Assigned Building

Under the direction of the principal, the intervention specialist is responsible for all aspects of special education services and compliance and may provide additional intervention to students not identified for special education services as needed. The intervention specialist must be knowledgeable and proactively stay up to date on all laws pertaining to special education. It is the responsibility of the intervention specialist to insure that all students identified with a disability are given the same learning opportunities as non-disabled students.

The intervention specialist will work closely with the classroom teacher in making sure that student needs are met, IEP goals are taught and IEP provisions are followed.

Bachelor's degree in teaching field. Knowledge of state and local curriculum standards. Knowledge of state professional development standards. Certified by the Ohio Department of Education. HQT preferred. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

Communication skills:
Must be able to read, analyze, and interpret information relevant to the position, including being able to speak effectively to small and large groups of people, and to communicate clearly and concisely both orally and in writing. Leadership ability:
Must be able to articulate a vision and mission for the district and provide the appropriate direction, guidance, and management skills to achieve them. Mathematics skills:
Must have the ability to work with basic mathematical and computational concepts. Reasoning ability:
Must be able to define problems, collect data, establish facts, and draw valid conclusions. Technology skills:
Able to effectively use, as it applies to your specific job function, typical office applications and computer programs such as word processing, spreadsheets, and presentations; must be able to use email.

Demonstrates enthusiasm and a sincere desire to aide and ensure the safety of all. Is able to accept constructive criticism/feedback. Demonstrates professional tact and diplomacy with administrators, staff, teachers, students, parents and the diverse community. Is conscientious and assumes responsibility for one's own work performance. Anticipates problems and unforeseen events and deals with them in an appropriate manner. Demonstrates an ability to make proper decisions when required.

Demonstrates loyalty to the administrative team. Possesses high moral character and a good attendance record. Promotes good social relationships as well as promoting good public relations by personal appearance, attitude and conversation. Participates in appropriate professional organizations and their activities. Maintains a calm attitude and sense of control at all times. Maintains a high level of ethical behavior and confidentiality of information.

Possesses the ability to be flexible and adaptable to changing situations.

The job of the intervention specialist is to design and implement individualized education programs within the context of a school environment, which will ensure the success of the student in the social, educational, and community levels.

The work environment characteristics described here are not listed in order of importance, and are representative of those an employee encounters while completing the duties and responsibilities of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the duties and responsibilities. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.

Occasional work that may extend beyond the normal workday. Occasional exposure to blood, bodily fluids and tissue. Occasional operation of a vehicle under inclement weather conditions. Occasional interaction among unruly children/adults. Many situations that require hand motions, e.g., computer keyboard typing, writing. Consistent requirements to sit, stand, walk, hear, see, read, speak, reach, stretch with hands and arms, crouch, kneel, climb and stoop.

Consistent requirements to lift, carry, push and pull various supplies and/or equipment up to a maximum of 50 pounds.

Respect the diversity of the students they teach. Displays knowledge of how students learn and of developmental characteristics of age group. Uses their knowledge of what students know and are able to do and use this knowledge to meet the needs of all students. Expects that all students will achieve to their full potential. Models respect for students diverse cultures, language skills and experience.

Recognizes characteristics of gifted students, students with disabilities and at risk students in order to assist inappropriate…