Credentialed Academic Interventionist (ISANA Palmati)

PURPOSE OF POSITION

To provide an appropriate educational atmosphere which encourages positive student learning and to participate in a dynamic setting with other classroom teachers, administrators, instructional teams and other staff members in the development and implementation of the school's programs and goals. Particularly, to build student success in English Language Arts and Math by providing Tier II and Tier III student interventions through our Response to Intervention (RTI) model.

This is a Certificated/Non-Exempt Position.

Reports to: Instruction Specialist/Coach

KNOWLEDGE, SKILLS, ABILITY:

• Demonstrates of knowledge of prescribed curriculum and child development

• Demonstrates knowledge of Common Core Standards and instructional materials for English Language Arts and Math

• Demonstrates proficiency in teaching English language arts and Math evidenced by principal's evaluations and student achievement

• Demonstrates knowledge of curriculum, instruction and assessment as they relate to each other and influence student achievement
• Demonstrates knowledge and understanding of updated best practices in reading and math including scientifically based reading and math research
• Continues professional growth through participation in educational meetings and defined professional growth opportunities, reading professional literature, and exchanging ideas with colleagues
• Understands the purpose and specifics of math and core reading programs, supplemental and intervention programs and serves as a guide to teachers to effectively use these programs
• Models systematic reading instruction and math instruction that is aligned to scientifically based English Language Arts and Math research (Tier I) and Tier II/III student intervention for all teachers and students
• Understands and interprets assessment data, both formal and informal, to inform instructional decisions
• Use effective, positive interpersonal, written and oral communication skills.
• Basic knowledge of technology; planning and organizational skills
• Demonstrates professional development skills and works effectively with adults.
• Collaborates with general education and special education teachers to support reading intervention and math
• Ability to manage the classroom and supervise students
• Demonstrates ability in working with diverse populations (ELL, Special Education, Gifted)
• Knowledge of varied learning styles.
• Skill in analyzing, diagnosing and evaluating student progress and programs
• Holds high expectations for her/himself and colleagues, as well as students
• Commitment to a core set of beliefs established in our Charter about teaching, learning, and ongoing professional development.

RESPONSIBILITIES/DUTIES

• Works with administrators and instructional teams to plan and implement hands-on programs and activities for students and the school
• Participates in a cooperative effort with faculty and staff to plan, implement and evaluate programs of continuing school improvement
• Ensures Tier II and Tier III math and reading intervention using the district RTI model
• Provides specialized instructional strategies for staff members on appropriate intervention (Tier I, II and III) in Math and English Language Arts instruction for students.
• Plans instruction, sets goals and implements the specified curriculum and intervention programs
• Assist all students in achieving academic standards and establishing high expectations
• Analyzes and organizes individual assessment results and state assessment results to determine areas of weakness and share strategies to address weaknesses through prescriptive intervention
• Assesses and monitors students' progress towards achieving instructional objectives and goals and maintains up to date records for progress monitoring, Individual Learning Plans (ILPs) and in-program data management systems on a regular basis
• Facilitates teacher collaboration on components such as progress monitoring, instructional intervention, data analysis and reporting results on a timely on-going basis.
• Facilitates, prepares, posts and updates data walls for math and reading based on school and district expectations
• Works with students, instructional teams, parents and administrators to develop individual learning plans, independent study programs and academic remediation processes
• Maintains complete and accurate student academic and disciplinary records
• Shows sensitivity to students, parents and the community and promotes student self-esteem
• Maintains professional relationship between school and parents.
• Maintains contact with parents through telephone, or written communications
• Encourages parental involvement through school activities, connecting home and school
• Integrate the use of technology and multimedia in the classroom.
• Serves as a content and instructional expert for the campus
• Collaborates with special education and general education teachers to implement a multi-tiered system of support.
• Collaborates with school and district leadership to improve educational outcomes for students
• Participates in professional development at the district and school level.
• Utilizes classroom management techniques conducive to an effective classroom climate
• Performs other work-related duties as assigned.
• Attend meetings as necessary including IEP, SSPT, and COST, and parent conferences meeting
• Follow federal and state laws, as well as the letter and the spirit of the Charter and the Governing Board policies and directives from the Principal/Designee.

MINIMUM REQUIRED SKILLS, EDUCATION/TRAINING & EXPERIENCE

1. Bachelor's degree from an accredited institution; and

2. California Teaching Credential CLAD or BCLAD

3. A minimum of 3 years of teaching experience with excellent evaluations

MINIMUM PERFORMANCE EXPECTATIONS & ESSENTIAL FUNCTIONS

Programs of Study: Bases instruction on adopted curricular for the school and the charter; demonstrates accurate and current knowledge in subject field; develops appropriate lessons to teach instructional objectives; employs a variety of instructional strategies to augment achievement; uses content scope and sequence in planning.

Classroom Climate: Provides an atmosphere conducive to learning consistent with established school discipline procedures; encourages students' attendance; sets high positive expectations for student performance; accommodates individual learning differences.

Student Progress: Gathers, stores, and monitors data related to student learning for use in assessing progress toward achieving the instructional objectives.

Communication: Communicates with students, parents, educational personnel, and others; communicates regularly and effectively with students, co-workers, parents/guarding, and the community, and exhibits appropriate interactive skills; follows confidentiality procedures regarding students, parents/guarding, and fellow staff members. Establishes and maintains cooperative working relationships with coworkers, students, and parents.

Professional Work Habits: Demonstrates behavior that reflects established professional responsibilities (i.e. attendance, punctuality and verbal/nonverbal communication); adheres to established laws, policies, rules and regulations; interacts appropriately with students, other educational personnel, and parents.

Management Systems

• Organizes teaching strategies to maximize allocated instructional time to increase student learning.
• Provides relevant examples and demonstrations to illustrate concepts and skills; provides instructional pacing that ensures student understanding.
• Incorporates higher level thinking skills; provides remediation activities for students; integrates a variety of technology applications and learning tools to augment student achievement.
• Perform with frequent interruptions and/or distractions and adapt to frequent changes in the work environment.

Physical and Environmental Elements:

• This position may include long periods of sitting or standing in an environment with moderate noise levels, and no direct exposure to hazardous physical substances. This position is frequently required to stand, sit or walk, use hands and fingers and reach with arms.
• Specific vision abilities required by this job include close vision to read printed materials and a computer screen with ability to adjust focus.
• Communication skills required by this job include the ability to hear and speak.
• Finger dexterity is needed to access, enter and retrieve data using a computer keyboard, typewriter keyboard, or calculator and to operate standard office equipment.
• The position occasionally bends, stoops, reaches, pushes, and pulls drawers to retrieve and file
• information and lifts and carries items that typically weigh less than 20 pounds.
• The position requires the ability to occasionally travel by train, plane, or other means inside and outside of the Los Angeles area.

May have occasional exposure to irate parents, staff, and public and private representatives.

PAY RANGE NOTICE : The posted pay range represents the full range for this classified position. Final placement is contingent upon verification of prior experience through completion of the required Verification of Experience (VOE) form. Credit for prior experience requires having worked at least 85% of the applicable employment period.