Part-Time Elementary Interventionist (SCES)

Part-Time Elementary Interventionist

Martin County Schools currently has an opening for a Part-Time Elementary Interventionist. This is a temporary position and is currently only funded for the 2025-26 school year. Continued employment beyond the end of the school year is subject to the availability of funds and the needs of the school/district.

Grade: State Salary Scale for Teachers

FLSA: Non-Exempt

Reports To: Principal

Supervises: None

Terms Of Employment: Temporary, Part-Time (<20 hours per week)

Qualifications:

• Bachelor's degree from a regionally-accredited college or university. Master's degree, preferred.
• North Carolina teaching license in area of Elementary Education (Grades K-6).
• Experience as an Interventionist, preferred.
• Valid North Carolina driver's license, required.

Knowledge, Skills, And Abilities:

• Considerable knowledge of the NC Standard Course of Study at the Elementary level.
• Considerable knowledge of and experience using a variety of instructional strategies.
• General knowledge of the student handbook.
• General knowledge of procedures to follow in the event of an emergency.
• Ability to constantly monitor the safety and well-being of students.
• Ability to motivate students and to maintain order and discipline in a small group setting.
• Ability to understand and follow oral and written instructions.
• Ability to establish and maintain effective working relationships as necessitated by work assignments.

Essential Duties And Responsibilities Include The Following. This List Is Meant To Be Representative, Not Exhaustive. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The employee is required to follow all Board of Education policies and procedures and to comply with instructions and/or directives from his/her supervisor(s):

1. Utilizes student data and observations of student work to determine student needs and guide the learning process toward student achievement.
2. Generates data reports and communicates trends in data to the Principal, Professional Learning Communities (PLCs), and Teachers.
3. Attends PLCs as requested to provide resources for teachers.
4. Supports teachers in the use of appropriate interventions in math instruction
5. Plan daily intervention lessons that are based on student need, District Guidelines, and the NC Standard Course of Study.
6. Establishes clear objectives for all lessons, units and projects using formal and informal assessment data attained from students.
7. Facilitates engaging small group instruction for students using content materials.
8. Provides diagnostic assessments for students as needed.
9. Provides input for program development.
10. Supports implementation of assessment tools and data management systems.
11. Attends the appropriate trainings to improve knowledge and skills.
12. Maintains open communication with the student's regular classroom teacher and their parent/guardian to ensure student needs are being met.
13. Maintains records of student progress and attendance.
14. Performs other related duties as assigned by supervisor(s).
15. Maintains classroom environments and relationships that are conducive to learning and appropriate to the maturity and interests of students.
16. Attends grade level and staff meetings, serves on assigned committees, and carries out non-instructional duties as required.

Physical And Cognitive Requirements: The major physical and cognitive requirements listed below are applicable to the Elementary Interventionist job classification within Martin County Schools. Work in this classification is considered light physical work requiring the exertion of up to 20 pounds of force occasionally and a negligible amount of force frequently or constantly to move objects.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information (includes receiving instructions, assignments and/or directions from superiors.)

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. and the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including education terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal level of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee regularly works indoors. The noise level in the work environment is usually minimal. The work is performed in the schools and community.