Intervention Specialist - MD​/AU Unit; Anticipated

Intervention Specialist – MD/AU Unit (Anticipated)

Zanesville City School District – Zane Grey Intermediate School, Zanesville, Ohio.

The Intervention Specialist is responsible for all aspects of Special Education services and compliance, and may provide additional intervention to students not designated for Special Education as needed. The specialist ensures that students identified with a disability receive equal learning opportunities, works closely with classroom teachers to meet student needs, and implements Individualized Education Programs (IEP).

• Bachelor’s Degree in a 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: read, analyze, and interpret relevant information; speak effectively to small and large groups, and communicate clearly orally and in writing.
• Leadership: articulate a vision and mission for the district and provide direction, guidance, and management skills to achieve them.
• Mathematics: work with basic mathematical and computational concepts.
• Reasoning: define problems, collect data, establish facts, and draw valid conclusions.
• Technology: use office applications and computer programs such as word processing, spreadsheets, and presentations; use email effectively.

• Enthusiastic and sincere desire to aid and ensure safety of all.
• Accepts constructive criticism/feedback.
• Professional tact and diplomacy with administrators, staff, teachers, students, parents, and the community.
• Conscientious and assumes responsibility for own work performance.
• Anticipates problems and unforeseen events and deals with them appropriately.
• Capability to make proper decisions when required.
• Loyalty to the administrative team.
• High moral character and good attendance record.
• Promotes good social relationships and public relations through appearance, attitude, and conversation.
• Active participation in professional organizations.
• Calm attitude and sense of control at all times.
• High ethical behavior and confidentiality of information.
• Flexibility and adaptability to changing situations.

• 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 requiring 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 supplies and/or equipment up to a maximum of 50 pounds.

• Respect the diversity of students.
• Display knowledge of how students learn and of developmental characteristics of age groups.
• Use knowledge of what students know and can do to meet the needs of all students.
• Expect all students to achieve their full potential.
• Model respect for students’ diverse cultures, language skills, and experiences.
• Recognize characteristics of gifted, disabled, and at‑risk students to assist identification, instruction, and intervention.
• Use content‑area concepts, assumptions, and skills to plan instruction.
• Employ content‑specific strategies to effectively teach central concepts and skills.
• Follow Ohio academic content standards to plan, teach, and assess.
• Understand the relationship of knowledge within the discipline to other content areas.
• Connect content to relevant life experiences and career opportunities.
• Use varied assessments to inform instruction, evaluate, and ensure student learning.
• Apply knowledge of student learning types, purposes, and data generated.
• Select, develop, and use diagnostic, formative, and summative assessments.
• Analyze data to monitor student progress and plan differentiated instruction.
• Collaborate and communicate student progress with students,…