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The SCH Reading Interventionist is a member of the school faculty. It is the responsibility of the Interventionist to work with the principal, school improvement / plan team, and intervention team, to implement the school-wide plan to improve the literacy achievement of all students in the school. The position entails proven excellence as a classroom teacher and exemplary skills in developing, implementing and assessing instructional strategies to improve academic literacy, overall achievement in core content areas, problem solving skills and use of modern technology for all students in the school. A commitment to attend all training sessions and/or staff development designed for SCH Literacy Leaders, use of instructional research and strategies with teacher colleagues and the ability to dialogue with them in their successful implementation is required.

The Interventionist has a dual role; this professional provides professional development and training to the instructional aides and/or volunteers to provide additional support for student learning. The Interventionist will work with small, flexible groups of students in literacy based on data collected by teachers through the ISTEP+ test, district level assessments and informal classroom assessments. The Interventionist will organize district assessment data in reading/language arts, focusing on low performing subgroups. The information will be shared collaboratively with teachers and aides in order to coordinate interventions for students not meeting state and local expectations. The Interventionists will train volunteers and/or paraprofessionals (Literacy Aides) to effectively tutor students in reading/language arts. The Interventionist will collaborate with corresponding grade levels on a weekly basis. The Interventionist position will be monitored by the Title I department.

The Primary and/or Intermediate Interventionist position requires a professional with organization and flexibility; reading and writing literacy knowledge; and the ability to grow trust and build relationships over time in a professional learning community.

Job Description

1. Demonstrate exemplary classroom literacy practice and possess a deep understanding

of literacy theory (80 percent)

• On-going teaching of children in a variety of settings and grade levels
• Collaborate with grade level teams, School Leadership Team and the Intervention Team to coordinate and monitor the effectiveness of interventions for students not meeting state and local expectations.
• Extend literacy competencies through professional development opportunities and networking with other Literacy Leaders in schools preferred.
• Sharing school areas of strength, new implementations, training programs and interpersonal strategies with other Interventionists.

2. Manage and evaluate the school’s literacy program to ensure the highest level of

quality (10 percent)

• Collect data, analyze results, and report findings
• Implement a school-wide assessment system for monitoring student achievement
• Evaluate student achievement and assist with placing students in appropriate intervention and support services
• Evaluate effectiveness of the overall literacy program
• Identify needs and make recommendations for appropriate literacy materials
• Provide records and research data to grade level teams, Plan Team, SCH Title I office and SCH Literacy Coach cohort as requested

3. Provide leadership for literacy learnings across the school community (10 percent)

• Meet regularly with the principal to report on progress and plan next steps
• Network with other district Interventionists in developing, implementing and researching the literacy-based program
• Communicate the results of the literacy program and spotlight the school as a Literacy Center
• Advocate professional learning opportunities for instructional aides

4. Accomplish any other jobs as assigned by the principal or Title I Director

Qualifications and Education Requirements:

• Master’s degree preferred, but will accept a bachelor’s degree with an emphasis in literacy, including reading and writing

· Indiana Educator’s License (Current)

• Five or more years of recent successful classroom experience at the primary / intermediate level teaching reading
• Reading intervention experience required (i.e. certified reading intervention specialist; reading endorsement; Read 180; Reading Recovery; Tier 2 and Tier 3 interventions)
• Participation in balanced literacy professional development (i.e. 4 Block, Balanced Literacy, guided reading)
• Highly effective interpersonal and group communication skills
• Strong knowledge base of best practices in instruction
• Strong work ethic, self-directed and self-motivated

Characteristics:

• Ability to sustain involvement with long-term projects and assignments
• Ability to work effectively with a myriad of aides, teachers, administrators, parents, PTA, and various outside groups
• Ability to perform multi-task operations
• Ability to remain flexible and positive with the demands and assignments of the job without losing sight of the mission, task or assignment
• Self-initiated learner
• Ability to sustain a high energy level
• Ability to demonstrate professionalism at all times
• Ability to maintain credibility
• Ability to listen and problem solve
• Ability to acknowledge and utilize the skills and expertise of others
• Ability to maintain a high expectation for self and others
• Ability to work within flexible time schedules

Skills

• Demonstrates advanced training in the area of Staff Development
• Demonstrates professional responsibility for reading instruction
• Demonstrates advanced training in the area of reading instruction
• Knowledge of published reading programs and their strengths and weaknesses
• Demonstrates knowledge of reading research and how to apply that knowledge in classroom
• Knowledge of the reading/writing process on all levels
• Ability to analyze assessment data to determine areas of focus for interventions
• Ability to make appropriate short and long range plans
• Ability to work effectively and coordinate services, programs, etc. with appropriate level of administration
• Ability to coach and mentor aides, teachers, parents, and other professionals
• Ability to facilitate group interactions with aides
• Knowledge of ways and methods to appropriately extend the reading time for students within the school hours, before and after school, during summer, and within the home and community

It is the policy of the School City of Hammond not to discriminate on the basis of race, color, religion, sex, national origin, age, or disability in its programs or employment policies as required by the Indiana Civil Rights Act (I.C. 22-9.1), Title VI and VII (Civil Rights Act of 1964), the Equal Pay Act of 1973, Title IX (Educational Amendments), and Section 504 (Rehabilitation Act of 1973).