Restorative Practices Jobs Near Me

Position: Long-Term Substitute: Intervention Specialist

Reports to: Building Principal

Employment Status: Long-Term Leave of Absence - November 1, 2026 to February 1, 2026

FLSA Status:  Certified
(Fair Labor Standards Act)

Salary:
Long-Term Substitute rate is $155 per day, with an increase after 31 days

Job Description:  Intervention Specialists provide specialized instruction and support to students with diverse learning needs. They are dedicated to fostering an inclusive learning environment where all students can achieve their full potential. This role involves developing and implementing Individualized Education Programs (IEPs), collaborating closely with general education teachers, parents or guardians, and support staff to ensure compliance with all state and federal special education regulations. They engage in continuous professional development, making positive contributions to school culture, and collaborate with colleagues, parents or guardians, administrators, and stakeholders to support student growth and well-being, while upholding the highest professional and ethical standards.

Qualifications:

1. Bachelor's degree from an accredited college or university.
2. Valid Ohio Intervention Specialist license (e.g., Mild/Moderate, Moderate/Intensive, or other relevant K-12 licensure).
3. Successful completion of BCI/FBI background checks.
4. Satisfactory criminal background check in accordance with Ohio law.
5. Such alternatives to the above as deemed appropriate by the Superintendent.

Preferred:

1. Demonstrated knowledge of special education laws and procedures (IDEA, Ohio Operating Standards for Ohio's Schools Serving Children with Disabilities).
2. Proven ability to develop and implement effective IEPs.
3. Experience with instructional technology, data-driven instruction, and restorative practices.
4. Commitment to high standards of professional practice and continuous improvement.
5. Certified and experienced in crisis prevention, trauma-informed behavior management, and/or de-escalation intervention.
6. Strong skills in differentiated instruction, behavior management, and assessment.
7. Excellent communication, collaboration, organization, and interpersonal skills.
8. Commitment to fostering an inclusive and equitable educational environment for all students.
9. Completion of Ohio law requirements, including those consistent with the science of reading and math instruction.
10. Familiarity with the Ohio Teacher Evaluation System (OTES) framework and a commitment to professional growth. 

Essential Functions:

1. Specialized Instruction, Case Management, and Student Support
   1. Demonstrate a thorough understanding of students' diverse needs, various disabilities, and their impact on student learning and development across the K-12 continuum.
   2. Conduct and interpret appropriate assessments to identify student strengths, needs, and establish appropriate educational goals.
   3. Lead and participate in IEP meetings, ensuring all components of the IEP are compliant with state and federal regulations (IDEA).
   4. Maintain accurate, complete, and confidential student records related to special education services.
2. Content Knowledge and Application
   1. Possess strong knowledge of the Ohio Learning Standards across grade levels and content areas to effectively adapt and modify curriculum.
   2. Design and deliver specially designed instruction (SDI) tailored to individual student needs as outlined in their IEPs, utilizing evidence-based practices.
3. Assessment and Data-Driven Decision Making
   1. Develop, implement, and monitor IEPs, ensuring goals are measurable, ambitious, and aligned with student needs and state standards.
   2. Collect, analyze, and interpret student progress data to inform instructional decisions, adjust interventions, and regularly report on IEP goal attainment.
   3. Effectively communicate student progress to students, parents/guardians, and colleagues.
4. Planning and Delivering Effective Instruction
   1. Collaborate with general education teachers to co-plan, co-teach, and/or differentiate instruction to ensure students with disabilities have access to and progress in the general education curriculum.
   2. Develop and implement behavior intervention plans (BIPs) when necessary, utilizing positive behavior supports and interventions.
   3. Utilize a variety of instructional strategies, materials, and assistive technologies to meet the diverse learning needs of students from Kindergarten through 12th grade.
   4. Utilize evidence-based strategies (including restorative practices) to build student independence, agency, and self-advocacy.
5. Student Support, Advocacy, and Environment
   1. Establish and maintain a safe, supportive, and respectful learning environment that promotes high levels of engagement and achievement for all students.
   2. Foster positive relationships with students, promoting their self-advocacy and independence.
   3. Serve as an advocate for students with disabilities, ensuring their rights are protected and their needs are met.
   4. Assist in coordinating and facilitating transitions for students across grade levels and post-secondary options.
6. Collaboration and Communication
   1. Effectively collaborate and consult with general education teachers, administrators, school psychologists, counselors, related service providers (e.g., speech therapists, occupational therapists), and parents/guardians to ensure a coordinated approach to student support.
   2. Communicate clearly and professionally with parents/guardians regarding their child's progress, IEP services, and educational rights.
7. Professional Responsibility and Growth
   1. Adhere strictly to the Licensure Code of Professional Conduct for Ohio Educators, demonstrating the highest standards of integrity, ethics, and professional behavior.
   2. Actively participate in the Ohio Teacher Evaluation System (OTES) process, including goal setting, self-reflection, observations, and conferences, for continuous professional improvement.
   3. Engage in ongoing professional development to stay current with best practices in special education, instructional strategies, restorative practices, and legal mandates.

Needed Knowledge, Skills, and Abilities:

1. Learn with curiosity.
2. Demonstrate kindness.
3. Embrace equity.
4. Ability to support the values of our strategic and equity plans.
5. Develop and sustain meaningful relationships with students, families, and staff.
6. Ability to confidently and tactfully assist people in the midst of stressful, difficult, and challenging situations.
7. Knowledge and belief that teaching is a growth-based endeavor, reflective in nature, with multiple approaches to teaching and learning.
8. Ability to interact positively and supportively with staff, students, families, and the community.
9. Respect the variability of cultures, including but not limited to socioeconomic status, religions, family types, etc.
10. Follow all safety guidelines under the Ohio Revised Code and the Ohio Administrative Code for public school employees, including but not limited to bloodborne pathogens, ethics, fraud, reporting child abuse and neglect, etc.
11. Perform other duties as assigned by the Supervisor, Superintendent's Designee, or Superintendent.

Required Knowledge and Use of Equipment and Software:

1. Electronic device, copier, printer, scanner, laminator, and fax.
2. Keys and locking mechanisms on doors, cabinets, windows, etc.
3. District-employed software. By way of example, this includes any specific technology the District uses, including Google Education software: Gmail, Calendar, Drive, Forms, Sheets, and Google Ed products.
4. Applications (apps) or devices used to calculate numbers or used for purposes of a dictionary, thesaurus, grammar correction, or other applications accessed for this position.
5. Phone equipment and all phone functions include transferring, holding, and sending callers to voicemail.

Working Conditions:

1. May occasionally be exposed to blood, bodily fluids, and tissue.
2. Frequent interruption of tasks to support students, staff, parents/guardians, community members, and visitors.
3. Must occasionally work nights/extended days due to school functions.
4. Must be able to assist others by moving around the school, district grounds, classroom, and learning environments.
5. Must be able to lift and move 40 lbs.
6. Repetitive hand motion (e.g., keyboard, typing) or voice-to-text.
7. Work in a classroom environment with a moderate level of noise.
8. Employees shall remain free of any alcohol or non-prescribed controlled substance use in the workplace throughout their employment with the District.

Note: The above lists are not ranked in order of importance

The Bexley City School District Board of Education does not discriminate on the basis of race, color, national origin, sex, including sexual orientation and gender identity, disability, age, religion, military status, ancestry, genetic information, or any other legally protected category in its programs and activities, including employment opportunities.

This job description is subject to change and in no manner states or implies that these are the only duties and responsibilities to be performed by the incumbent. The incumbent will be required to follow the instructions and perform the duties required by the incumbent's supervisor, who will be appointed as the authority.