Intervention Specialist

Intervention Specialist Positions – Mansfield Middle School (2026‑2027) There are Intervention Specialist Positions available for the Mansfield Middle School for the 2026‑2027 school year. Job Goal To provide leadership for learning at the classroom level. Reports to Building Principal/Designee. Essential Skills Communications Skills: As well as the traditional communication skills of reading, speaking and writing coherently and clearly, social media communication skills and proper protocols of online engagement are essential. These might include the ability to create a short YouTube video to capture the demonstration of a process or to make a sales pitch, the ability to reach out through the internet to a wide community of people with one's ideas, to receive and incorporate feedback, to share information appropriately, and to identify trends and ideas from elsewhere. The Ability to Learn Independently: This means taking responsibility for working out what you need to know, and where to find that knowledge. This is an ongoing process in knowledge-based work, because the knowledge base is constantly changing. It could be learning about new equipment, new ways of doing things, or learning who are the people you need to know to get the job done. Ethics and Responsibility: This is required to build trust (particularly important in informal social networks), in a world where there are many different players, and a greater degree of reliance on others to accomplish one's own goals. Teamwork and Flexibility: This depends heavily on collaboration and the sharing of knowledge with others in related but independent organizations. Teachers need to know how to work collaboratively, virtually and at a distance, with colleagues, students and partners. The pooling of collective knowledge, problem-solving and implementation requires good teamwork and flexibility in taking on tasks or solving problems that may be outside a narrow job definition but necessary for success. Thinking Skills (critical thinking, problem-solving, creativity, originality, strategizing): Of all the skills needed in a knowledge-based society, these are some of the most important. Teachers dealing with students, parents and the general public need to be able to identify needs and find appropriate solutions. Digital Skills: Most knowledge-based activities depend heavily on the use of technology. These skills need to be embedded within the knowledge domain in which the activity takes place. Thus, the use of digital technology needs to be integrated with and evaluated through the knowledge‑base of the subject area incorporating digital skills to analyze, evaluate and interpret as required. Knowledge Management: Knowledge is not only rapidly changing with new research, new developments, and rapid dissemination of ideas and practices over the internet, but the sources of information are increasing, with a great deal of variability in the reliability or validity of the information. The key skill in a knowledge-based society is knowledge management: how to find, evaluate, analyze, apply and disseminate information, within a particular context. Performance Responsibilities Positive Relationships: excellent teachers will develop a positive relationship with students that allow them to know each student. The presence of strong relationships between students and teachers builds a trust that positively impacts learning. Relationships are the basis for increasing rigor. High Expectations: excellent teachers believe in the ability of all students to learn. An excellent teacher will see the potential in his/her students and not the problems. Care and concern: excellent teachers have a deep understanding of his/her students, demonstrate a genuine affection for students, exemplify excellence, and motivate students to achieve at the highest levels. Standards-based teaching: has the ability to use the state standards as the foundation for instruction. Has knowledge of deconstructing standards and measuring standards. Facilitator of learning: an excellent teacher will facilitate dynamic learning experiences. An excellent teacher will design and implement effective lessons that engage students at all levels of learning. Master of the Subject Matter: an excellent teacher is the master of subject matter. Teachers exhibit expertise in the subjects which they are teaching and spend time continuing to gain new knowledge in their field. Persistence: an effective teacher must have persistence to last for the long race and rigorous journey. Technology: an effective teacher will plan and provide learning experiences using effective, research-based strategies that are embedded with best practices including the use of technology. Reflective: exemplary teachers engage in a cycle of reflective practice regarding their own effectiveness as a facilitator of learning. Teachers should reflect alone and with others regarding their successes and their challenges. Qualifications Profile Valid Ohio Teaching Certificate/License in the appropriate subject area or grade level(s). Demonstrates flexibility. Demonstrates talent in successful teaching as reflected in student performance-based and standardized assessments. Demonstrates a problem-solving attitude. Believes and models the refrain that all students can learn. Demonstrates excellent attendance and recognizes the connection of outstanding attendance to the relevance, rigor, and cycle of teaching and learning. Essential Functions Implement Individual Education Plan objectives through classroom activities including small group, individual and large group lessons. Develop and implement behavior management plans for students as needed. Develop schedules and lesson plans for classroom day allowing for a variety of activities and special events appropriate for student LEP goals. Communicate progress to parents and other school personnel in compliance with state and program policies and procedures. Conduct preliminary and ongoing evaluations of student levels and needs through formal and informal means. Elicit input from parents, caseworkers, and others involved in student program development. Design appropriate goals and objectives for student LEPs based on evaluations and staff and parent input. Adjust LEPs as needed based on documentation of progress, or problems indicating the need for adjustment of original goals and objectives. Work cooperatively to develop programming and evaluation through disciplinary teaming approach. Conduct LEP parent conferences as necessary to fulfill program objectives for participation in special education programming for students with disabilities. Provide direction and training to instructor assistants and/or volunteers assigned to the classroom. Meets and instructs assigned classes in the locations and at the times designated. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. Creates an environment that is conducive to learning and appropriate to the maturity and interests of the students. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate supervisor. Designs and implements meaningful, dynamic lessons each and every day. Addresses the learning needs of students based upon quality assessment data both formative and summative. Guides the learning process toward the achievement of curriculum goals and—in harmony with the goals—establishes clear learning targets for all lessons, units, and projects. Learning targets are communicated to students and students can identify the learning targets and explain the target upon request. Employs a variety of instructional techniques and instructional technology, consistent with the needs and capabilities of the student groups involved. Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives. Assesses the accomplishments of students on a regular basis and provides detailed feedback and progress reports as often as necessary to continue the cycle of learning. Helps identify the learning difficulties of students, seeking the assistance of district specialists as needed. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations. Assists the administration in implementing all policies and rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms. Plans and supervises purposeful assignments for teacher aide(s) and volunteer(s) when appropriate. Strives to maintain and improve professional competence. Attends staff meetings and serves on staff committees as required. Applies knowledge of current research and theory based on school objectives. Establishes and maintains effective working relationships with students, peers, parents, and administrative staff. Speaks clearly and concisely in written and oral communications. Performs duties with awareness of district requirements and Board of Education policies. Utilizes excellent organizational and time management skills. Utilizes excellent written communication skills with students and all persons within the school community. Demonstrates experience and proficiency in the use of technology. Displays excellent verbal (including listening) and non-verbal communication skills. Demonstrates ability to work independently and productively. Supports the vision and mission of the district in all efforts. Other duties as assigned by the Principal, Superintendent or his/her designee. Physical Requirements The physical and mental demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Ability to drive an automobile. Ability to travel freely throughout the building. Ability to lift, carry or move equipment or supplies weighing up to thirty pounds. Ability to manage balancing, bending, climbing, crouching, kneeling, reaching, or standing. Ability to communicate effectively using language and writing skills. Ability to participate in and facilitate the exchange of ideas leading to a group consensus. Ability to react productively to frequent interruptions and changing conditions. Ability to accurately discern detail in written, statistical, and tabular materials. Ability to analyze data and present alternative actions and solutions. Ability to set priorities, organize and complete duties efficiently without supervision. Ability to maintain a tactful disposition in dealing with administrators, staff, students, parents, and the public. Responsibility for the safety or well-being of other people. Conduct Each staff member shall remain free of any alcohol or non-prescribed controlled substance and abuse of any prescribed controlled substance in the workplace throughout his/her employment in the District. Each staff member shall serve as a role model for students in how to conduct themselves as citizens and as responsible, intelligent human beings. Each staff member has a moral responsibility to help instill in students the belief in and practice of ethical principles and democratic values. Terms of Employment Per the Mansfield City Schools Board of Education/Mansfield School Employees Association Negotiated Agreement. Equal Opportunity Employer The Mansfield City School District is an Equal Opportunity Employer and as such does not discriminate on the basis of race, color, sex, gender identification or sexual orientation, age, religion, national origin, ancestry, disability, veteran status, marital status, or any other status protected by law. #J-18808-Ljbffr Mansfield City School District