Reading Interventionist Jobs in Indiana (NOW HIRING)

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The School for Community Learning Math/Reading Interventionist

School for Community Learning is an independent, PreK-8th grade, progressive school with a max of just 90 students, located in Indianapolis. We seek applicants who are inspired by the idea of teaching multi-disciplinary and thematic units of study - incorporating language arts, science and social studies - in a multi-age Pre-k/Kindergarten classroom with a max of 14 students. 

School for Community Learning (SCL) works from the belief that the most important decision a school makes is deciding who will be responsible for creating the learning experience for the students. The description of a School for Community Learning teacher is a direct outgrowth of the core beliefs, mission, vision, and educational philosophy of our school. Each characteristic is directly connected to what we believe and what we intend to provide for students and families.

In this role, you will provide targeted academic support for students with Choice Scholarship

Education Plans (CSEPs)—specifically, 8–10 students with a range of disabilities, including

Specific Learning Disabilities, Other Health Impairments, and Intellectual Disabilities. While

specific Special Education certification is not required.

Your responsibilities will also include:

● Tier 2 & Tier 3 reading intervention, with a primary focus on students in grades K–3.

● Some direct math instruction with Middle school mainly for middle school students

● Tier 2 & Tier 3 math support, primarily delivered within the classroom setting.

● Designing and leading targeted staff professional development, including planning

time over the summer (1 week of additional pay is included in your salary for this

purpose).

● Supporting teachers with instructional resources and best practices.

The School for Community Learning Teacher

As a teacher committed to being a contributor to a collaborative culture, a SCL teacher is:

• Excited about and committed to collaboration with colleagues in order to create the ideal learning environment for each child. 
• Passionate about teaching and learning, and demonstrates that passion with colleagues, students, and families.
• A proven and effective team member who values the ideas of others and brings their own ideas to the table for the greater good.

As a teacher committed to continuous personal and professional growth, a SCL teacher is: 

• Committed to scholarly, ongoing professional development in the areas of education, teaching and learning, learning theory, sustainable education, and equity. 
• Aware of current research of progressive best practices and can provide examples of implementation in their work with students and teachers. 
• Open to innovations in the area of teaching, learning and technology with the ability to adjust to changes and implement them in the classroom and the school.

As a teacher who embodies a strong work ethic, a SCL teacher is:

• Committed to working hard and has the professional will to put forth effort toward the attainment of individual and group goals. 
• Able to effectively prioritize tasks in order to achieve short and long term, individual and group goals. 
• Able, motivated, and passionate about leading projects by effectively managing multiple tasks..

As a teacher who is committed to creativity and innovation, a SCL teacher is: 

• Comfortable with ambiguity and change with the ability to be flexible in the face of adversity and challenge. 
• Someone who sees possibilities first and obstacles as a welcome challenge.
• Willing to take risks in the name of creativity and innovation in order to provide the optimal learning experience for children and families.
• Grounded in an informed belief in progressive, non-traditional teaching and schools with the ability to clearly articulate that belief and implement practices that model that belief.
• A problem solver with the proven ability to adapt in an innovative environment that embraces creativity and change.

As a teacher committed to social justice and equity, a SCL teacher is:

• Can implement and use culturally relevant and responsive pedagogy.
• Personally and professionally committed to the concepts of social justice and equity. 
• Committed to the sustainability of an inclusive, anti-racist, equitable learning environment for all students. 
• Committed to honoring and teaching the whole child. 
• Committed to working with colleagues, board members, students, families, and community members across difference with a faculty that reflects the local community. 
• Fully committed to SCL’s belief to “end the predictive value of race, class, gender, and special needs on success in school and life.” 

As a teacher committed to innovative curriculum development and instruction, a SCL teacher is:

• Experienced with project-based learning with the proven, demonstrated ability to develop engaging, project-based curricula for students.
• Experienced in embedding and integrating the concepts of critical thinking and inquiry-based instruction and curriculum into a project-based learning environment. 
• Experienced with and committed to the concept of engaging in the learning process with the student as a partner and facilitator.
• Has the demonstrated ability to engage students in projects that address socio-political issues and integrate service-learning experiences.
• Experienced in providing students with highly effective and innovative literacy and math experiences.

As a teacher committed to working with integrity and with moral and ethical purpose, a SCL teacher is:

• Committed to being honest and fair with every person they come into contact with; no exceptions.
• Able to clearly articulate their personal and professional core beliefs; those core beliefs are congruent with the mission and vision of SCL.
• Committed to holding themselves accountable to the same high expectations they hold for others in the school and the community.
• Grounded in a strong personal and professional moral and ethical purpose.
• Committed to treating others with respect at all times.

As a teacher committed to being a contributor to a culture of critical friendship, a SCL teacher is:

• Committed to looking critically at his/her own practice.  
• Committed to being a critical friend to colleagues by providing feedback on student and adult work.
• Committed to staying engaged in difficult conversations about meeting the needs of children, families and communities.

As a teacher committed to appreciation and infusion of the arts, a SCL teacher is: 

• Committed to the creation of a learning environment that values students’ creative expression. 
• Grounded in the belief that the arts are powerful within a learning community.
• Committed to working closely with an art teacher and art partners to integrate the arts into project-based learning experiences.

As a teacher committed to working from an asset-based view of children, families, and communities, a SCL teacher is:

• Committed to interrupting deficit-based practices and conversations inside and outside the school community. 
• Committed to focusing on the assets students and families bring to the table.
• Committed to respecting all students, unconditionally.
• Someone who has a love for all students. 
• Committed to honoring and celebrating the culture, heritage, and ancestry of every student. 
• Experienced and comfortable working with learners of all ages. 
• Willing and open to looking at everyone in our community without judgment.
• Committed to seeing the gifts and talents of every student.

As a teacher who is highly qualified, a SCL teacher is:

• Well educated; holding a bachelor’s degree or higher, preferred
• Committed to teaching in a progressive and innovative environment.
• Experienced in teaching children across difference, ability, class, race, etc.
• Appropriately licensed for the position or proven to have relevant, qualifying experience.