Literacy Interventionist

Literacy Interventionist

DESCRIPTION:
The Literacy Interventionist is a master phonics, fluency and reading comprehension teacher. This position will administer and interpret Literacy assessments with grade level teacher teams to determine adequate progress and to identify students in need of Tier 2 or Tier 3 Literacy Intervention. The Literacy Interventionist will deliver focused, sequential and systematic Literacy instruction using research-based materials that align with the Common Core State Standards and district Tier 1 curriculum. This individual must establish and communicate clear objectives for all learning, use relevant technology to support instruction, and collaborate with classroom teachers to monitor and encourage individual student progress, review data to make instructional decisions to address student weaknesses and provide Literacy Intervention in a variety of settings and modalities for grade levels determined by the Building Principal.

REQUIREMENTS:

• Valid Massachusetts teacher certification, Reading All Levels, preferred
• Knowledge of Common Core Frameworks
• Possess a deep understanding of literacy theory for the purpose of instruction and best practices

PREFERRED EXPERIENCE:

• Master's Degree in Reading Instruction/Literacy Dual Licensure in Special Education and/or English as a Second Language
• Reading Specialist Licensure
• Minimum of 5 years teaching experience in a K-8 classroom
• Experience working in an urban public schools setting
• Experience with multiple literacy curricula with English Learners and Students with Disabilities
• Foreign Language Proficiency.

SALARY:
Based on the Everett Teachers' Association salary scale. SY 26 - 27. $65,178 - $125,654

WORKING TIME:
The length of the work day will be 7:45 AM - 2:45 PM.

ESSENTIAL DUTIES:

• Provide targeted, systematic, and responsive literacy instruction to support phonemic awareness, phonological awareness, fluency, comprehension, and vocabulary development.
• Monitor and encourage individual student progress through ongoing communication regarding student performance and learning needs with school leaders and teacher teams.
• Deliver instruction by using a range of products determined by district initiatives including: Wilson Just Words, Read Naturally, IMSE Orton Gillingham, and Wilson Reading System
• Interpret DIBELS and i-Ready diagnostic results and benchmarks to drive instruction.
• Develop weekly lessons to meet and identify the individual needs of the students requiring intervention services.
• Manage behavior with Positive Behavior Intervention Strategies that motivate students, limit disruptions, and create a sense of belonging.
• Incorporate Social Emotional Learning standards and curriculum that promote a sense of belonging, inclusion, self-confidence, team-building, and informed decision-making.
• Using evidence-based, culturally and linguistically sustaining instructional practices to provide equitable opportunities for learning.
• Collaborate with building leaders to use diagnostics to create and adjust criteria for literacy intervention groups to identify students in need of supplemental or intensive instruction.
• Collaborate with grade-level teams on curriculum, lessons, and assessments to ensure consistency in students' literacy instruction.
• Attend data meetings and support the analysis of student and subgroup results.
• Collaborate and co-plan with Special Education and ESL teachers to provide the highest quality instruction and support for Special Education Students and English Learners.
• Proctor assessments for students in grades K-8 on exams, including MCAS and ACCESS, as assigned.
• Communicate with student families regularly using culturally responsive strategies that promote two-way conversations.
• Employ a strong growth mindset and participate in professional development relevant to urban education's challenges to close opportunity gaps.
• Collaborate with guidance counselors to refer students who are in need of social-emotional support.
• Collaborate with Special Education leadership and teacher colleagues to review IEPs and ensure all accommodations are correctly and consistently delivered.
• Contribute to school-wide initiatives and events in addition to those that promote overall student literacy which may be assigned by the Principal and Assistant Principal.

The Everett Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.