Res Tchr, Site, RTI, SpcRev

Job Details Job ID: 5813472 Application Deadline: Jul 03, 2026 5:03 AM (UTC) Posted: Jul 01, 2026 12:00 AM (UTC) Starting Date: To Be Determined Position Type: Full-time This job posting is closed. Job Description The Resource Teacher, Site, Response to Intervention (RtI), Title I, is a full‑time (1.00 FTE) position that assists in the coordination of attendance, behavioral, and/or course performance/academic interventions at school sites. The role assists school administrators and staff in developing individual, class, and school‑wide interventions, including data collection and analysis. District Expectations Demonstrate regular and predictable attendance. Physical presence is a part of a reliable and predictable pattern of attendance. Support the district’s vision, mission, goals, and Strategic Plan. Engage in civility, respect, and professionalism. Maintain the professional knowledge and skills necessary to perform the essential duties and responsibilities of their positions. Responsibilities Analyze data to ensure quality intervention is appropriate to meet the attendance, behavioral, and/or course performance/academic needs of all students. Assist in creating an understanding of the problem‑solving process and its use in determining effectiveness of interventions. Assist with evaluating the types of response to interventions for all groups. Attend monthly professional learning communities (PLCs) and professional development in RtI best practices. Engage in coaching cycles with teachers to improve student performance. Facilitate the Multi‑Tiered System of Supports (MTSS) RtI process at the school site. Interpret data related to student performance to identify appropriate intervention strategies for all students. Model effective techniques in the classroom. Provide professional development of MTSS‑RtI to faculty and staff. Use technology to analyze and interpret school data. Perform any other duties as assigned. Other Information Analytical Skills: Synthesizes complex or diverse information. Collects and researches data. Uses intuition and experience to complement data. Identifies data relationships and dependencies. Designs workflows and procedures. Job Knowledge: Competent in required job skills and knowledge. Exhibits ability to learn and apply new skills. Keeps abreast of current developments. Requires minimal supervision. Displays understanding of how job relates to others. Uses resources effectively. Performance Coaching: Defines responsibilities and expectations. Sets goals and objectives. Gives performance feedback. Motivates for increased results. Recognizes contributions. Encourages training and development. Problem Solving: Identifies problems in a timely manner. Gathers and analyzes information skillfully. Develops alternative solutions. Resolves problems in early stages. Works well in group problem solving situations. Team Leadership: Fosters team cooperation. Defines team roles and responsibilities. Supports group problem solving. Ensures progress toward goals. Acknowledges team accomplishments. Qualifications Experience: At least five (5) years of successful classroom experience. Proof of extensive instructional experience (e.g., college coursework, Continuing Education Units, in‑service records) and successful teaching based on evaluation requests and student performance is required. Certificates/Licenses/Registrations: Florida Professional Educator Certificate required. Language Skills: Reads, analyzes, and interprets all kinds of documents. Responds to inquiries or complaints from employees, regulatory agencies, or community. Writes speeches and effectively presents to managers, the public, and school board. Mathematical Skills: Works with math concepts such as probability and statistical inference. Applies concepts such as fractions, percentages, ratios, and proportions to practical situations. Reasoning Ability: Solves practical problems and deals with a variety of concrete variables in situations where only limited standardization exists. Interprets a variety of instructions furnished in written, oral, diagram, or schedule form. Computer Skills: Microsoft Office. Physical Demands Physical Activities: Standing, walking, sitting, handling, keyboarding, talking, and hearing. Lifting Demands: Up to 10 pounds. Reaching Activities: Both dominant and non‑dominant hand; overhead. Environmental Conditions: Noise Intensity: 3, moderate; extreme cold, extreme heat, wet/humid. Equal Opportunity Statement NOTE: School Board Policy ensures equal opportunity for all in its personnel policies and practices and does not discriminate on the basis of race, color, gender, religion, national origin, marital status, sexual orientation, gender preference, political beliefs, social/family background, disability or age. The district accords preference in selection, retention, and promotion procedures to certain veterans and spouses of veterans who are Florida residents. #J-18808-Ljbffr Young World Physical Education