INTERVENTIONIST (READING) - 1LT CHARLES W. WHITCOMB SCHOOL

Marlborough Public Schools ( learn more )

Marlborough, MA ( map )

Job Details

  • Job ID: 3169452
  • Application Deadline: Posted until Filled
  • Posted : September 5, 2019

Job Description

Title of Position:                                

Interventionist (Reading)

1LT Charles W. Whitcomb School (Middle School Grades 5-8)

                                                                                                    

Work Year:                                        

2019-20

 

Salary:                                              

In accordance with the Teachers’ Salary Scale according to education and experience.

 

Organizational Relationship or Line of Authority:                         

Directly responsible to the building Principal in all matters pertaining to the building.  Jointly responsible to appropriate Principal and Assistant Superintendent for Teaching and Learning in areas of instruction and curriculum.

 

Job Summary:

Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partner with families, caregivers, community members, and organizations to promote learning. Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.

 

Statement of Duties:

  • At the secondary level (5-12), provides direct instruction to targeted students in a classroom setting; at the elementary level (K-5), provides instructional support to students and/or staff members
  • Assesses student needs to guide the learning process toward improved student achievement.
  • Interpret data to determine future intervention cycle (tier II and III instruction)
  • Establishes clear learning targets for all lessons, units and projects using formal and informal assessment data obtained from students.
  • Uses a variety of instructional techniques and literacy materials consistent with reading / language arts content standards and the needs and capabilities of the individuals or student groups involved.  Some support may also be required for math.
  • Progress monitors students as needed
  • Maintains accurate, complete, and correct records to track student achievements
  • Provides written evidence of preparation upon request of building leaders
  • Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities
  • Reinforces and supports all school rules and policies
  • Develops a positive and successful instructional climate and management system that celebrates student’s differences and allows for respectful engagement
  • Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
  • Demonstrates knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes.
  • Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
  • Designs and administers informal and formal assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards.
  • Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness.
  • Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
  • Defines high expectations for the quality of student work and the perseverance and effort required to produce it.
  • Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
  • Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges.
  • Shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.
  • Uses strategies to support every family to participate actively and appropriately in the classroom and school community.
  • Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Employs two-way communication with families about student performance and learning and responds promptly and respectfully to communications from families.
  • Shows understanding of and sensitivity to different families' home language, culture, and values.
  • Reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.
  • Seeks out and applies ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
  • Collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
  • Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
  • Fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.

 

Qualifications:

  • Licensed by the Massachusetts Department of Elementary and Secondary Education in Reading as the preferred certification.  ELA/Humanities (Grades 5-8) or Special Education (covering Grades 5-8) certification is also acceptable.
  • SEI endorsement required
  • Bilingual (Spanish or Portuguese) Preferred
  • Previous teaching and/or successful experience preferred
  • Experience using technology to support student interventions
  • Experience using flexible grouping strategies
  • Experience designing lessons that are attentive to individual student instructional needs
  • Experience working within an instructional team dedicated to supporting the needs of all students
  • Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable

Abilities:

  • Technology Use – School System Data base, standard Microsoft and Google products and web-based sites.
  • Learning Strategies — Selecting and using instructional methods and procedures appropriate for the situation.
  • Written and Oral Comprehension and Expression — Read and understand information in writing and listen to and understand spoken information and ideas. Able to communicate information and ideas in speaking and writing so others will understand.
  • Team Player— Being respectful as part of a team and displaying constructive, collaborative behaviors.

An Equal Opportunity Employer

It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, and sexual orientation, gender identity, age or disability in its education programs, services, activities or employment practices.

  • Position Type: Full-time
  • Job Category : Classroom Teacher > Reading/Literacy
  • Equal Opportunity Employer

    Marlborough Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

    Contact Information

    • Patricia Brown , Director of Human Resources
    • 17 Washington Street
    • Marlborough, Massachusetts 01752
    • Phone: 508-460-3509 ext. 10109
    • Email: click here

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