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Location

Commerce City, CO | United States

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Job description

• Position Type:
  Teacher (Elementary)/Elementary Teacher
• Date Posted:
  3/5/2024
• Location:
  Central Elementary School
• Closing Date:
  03/12/2024

TEACHER
READING INTERVENTIONIST
JOB DESCRIPTION

JOB TITLE: Reading Interventionist FLSA STATUS: Exempt
REPORTS TO: Campus Principal PAY GRADE: TCH
LOCATION: Assigned Campus DAYS: 188
JOB ID & DATE: TCH-23 | Rev, April, 2023

JOB PURPOSE SUMMARY
The position is responsible for instructing elementary school students needing intervention in the areas of reading through groups or targeted support to enable them to meet challenging State academic standards. Position supports the division's regular education curriculum and works collaboratively with other personnel to expand student development of appropriate skills, knowledge, and interests in reading and/or math.

REQUIREMENTS

Education Level Details
BA in English, Reading, or Elementary Education
Masters in Reading Education preferred.

License / Certification Required
Colorado teaching license (or eligibility to obtain) with endorsement in language arts or reading or an elementary license.
Must meet the requirement for evidence-based reading training in the Science of Reading (Read Act) through the Colorado Department of Education

Work Experience Required
Experience working with diverse populations preferred.
A minimum of three (3) years teaching reading/writing to struggling readers/writers.

Other Skills and Abilities Required
Knowledge of the five components of reading and best practices and strategies in teaching literacy.
Have the ability and experience in working with teams.
Knowledge and understanding of READ Act including READ plans.
Ability to interact with top level officials and all staff with tact, courtesy, and diplomacy.
Excellent communication skills (reading, writing, listening, speaking).
Effective interpersonal skills, including collaboration, teamwork, creative problem solving, conflict resolution, group planning, and decision-making processes.
Ability to meet and work closely with staff, students, administration, and partners in organizing meetings and events.
Ability to work independently and follow through on assigned tasks.
Operating knowledge of and experience with personal computers, Gmail, Google, Microsoft Word, Excel, and typical office requirements such as telephones, copier, and fax machine, emails, etc.
Spanish speaking ability preferred.

KEY FUNCTIONS, ESSENTIAL DUTIES AND RESPONSIBILITIES

Major Responsibilities

• Instructs students through literacy groups in accordance with District expectations.
• Completes all requirements as a school division Title I, Part A teacher, if applicable.
• Develops and delivers lesson plans that align with best practices in literacy and are appropriate to the needs and abilities of assigned students.
• Meets the needs of identified students through District recommended instructional models including small group, co-teaching, one-on-one, and extended school day.
• Ensure READ plans are implemented and followed in small groups as well as in the core classroom.
• Uses a variety of instructional techniques and reading materials appropriate for the age and skill level of students.
• Establishes and maintains standards of pupil behavior and creates a safe, orderly, and effective environment for learning.
• Participates in conferences as requested to report student progress.
• Assists with identifying students for placement in intervention groups.
• Supports implementation of assessment tools and data management systems.
• Administers and/or assists with the screening and evaluation of students in reading.
• Collaborates with others to identify instructional needs of the students they serve through PLC's.
• Participates in the school MTSS process.
• Maintains thorough records for assigned students.
• Perform at a professional level in literacy, instructional management, interpersonal relationships, professional responsibilities, and general responsibilities.
• Collaborates with others to identify instructional needs of the students they serve.
• Demonstrate the highest commitment to student achievement and student affective development.
• Demonstrate ability to plan for instruction by organizing standards-based curriculum and providing interventions and individualized data driven instruction for students in literacy.
• Collaborates with the building principal, Instructional Leadership Team (ILT), school and district level language arts department and ELD department to implement district approved instructional programs.
• Communicates with teachers, administration, and families regarding student progress.
• Ability to incorporate technology into instruction.
• Models' non-discriminatory practices in all activities.

Instructional Strategies

• Develop and implement lesson plans that fulfill the requirements of the district's curriculum program and show written evidence of preparation as required. Prepare lessons that reflect accommodations for differences in individual students. Design instructional activities which enhance the objectives, and which reflect an interdisciplinary/thematic approach to teaching.
• Prepare lessons that reflect accommodations for differences in individual students. Design instructional activities which enhance the objectives, and which reflect an interdisciplinary/thematic approach to teaching.
• Plan and use appropriate instructional and learning strategies, activities, materials, equipment, and technology that reflect understanding of the learning styles and needs of students assigned and present subject matter according to guidelines established by the district, board policies, and administrative regulations.
• Conduct assessment of student learning styles and use results to plan instructional activities.
• Work cooperatively with special education teachers to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP).
• Work with other members of staff to determine instructional goals, objectives, and methods according to district requirements.
• Uses technology to strengthen the teaching/learning process.
• Plan and assign work to instructional aide(s) and volunteer(s) and oversee completion.

Student Growth and Development

• Showcase the academic performance of students.
• Conduct ongoing assessment of student achievement through formal and informal assessment.
• Be a positive role model for students.
• Support mission of the school district.

Classroom Management and Organization

• Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
• Manage student behavior in accordance with Student Code of Conduct /Student Handbook.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

Communication

• Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members.

Professional Growth and Development

• Participate in staff development activities to improve job-related skills.
• Comply with the Colorado Department of Education, District, and school regulations and policies for classroom teachers.
• Attend and participate in faculty meetings and serve on staff committees as required.
• Assist in selecting books, equipment, and other instructional materials.
• Compile, maintain, and file all reports, records, and other documents required.

Policy, Reports, and Law

• Comply with policies established by Federal and State law, State Board of Education rule, and local Board Policy.
• Comply with all district and campus routines and regulations.
• Perform other duties as assigned by the building Principal and the Superintendent of Schools.

Budget Responsibilities

• Compile and maintain records of instructional materials and supplies.

PHYSICAL REQUIREMENTS/WORKING CONDITIONS

• Tools/Equipment Used: Standard office equipment including personal computer and peripherals.
• Posture: Prolonged sitting and standing; occasional bending/stooping, pushing/pulling, and twisting
• Motion: Repetitive hand motions, frequent keyboarding, and use of mouse; occasional reaching
• Lifting: Occasional light lifting and carrying (less than 40 pounds)
• Mental Demands: Work with frequent interruptions; maintain emotional control under stress.
• Environment: Classroom, cafeteria, library, playground, or other campus location. Occasional travel. Must be able to teach from a remote location provided by the employee in the event of a declared emergency, temporary closure, or closure providing instruction.

STATEMENT OF UNDERSTANDING
I understand the above statements are intended to describe major job functions of this position and are not intended to represent an exhaustive list of all responsibilities, duties, and skills required. The Superintendent or designer may assign additional duties when deemed appropriate. Special Funding: If my position is funded by grants, federal funding, or other special funding, I understand that my employment is expressly conditioned on the availability of full funding for the position. If full funding becomes unavailable my employment is subject to termination, non-renewal, or reassignment as applicable.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed in the job description are representative of the knowledge, skills, ability, and physical demands required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential job functions.

I have read and understand the responsibilities and duties required for this position as outlined above. I understand the duties and can perform all essential job functions listed above.

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Salary