Interventionist Coordinator - 1LT Charles W. Whitcomb School

Interventionist Coordinator - 1LT Charles W. Whitcomb School Marlborough Public Schools Whitcomb Middle School - Marlborough, Massachusetts Open in Google Maps Interventionist Coordinator - 1LT Charles W. Whitcomb School Marlborough Public Schools Whitcomb Middle School - Marlborough, Massachusetts Open in Google Maps This job is also posted in Marlborough Public Schools Job Details Job ID: 5899801 Application Deadline: Posted until filled Posted: Aug 24, 2026 4:00 AM (UTC) Starting Date: Immediately Job Description Title of Position: Interventionist Coordinator 1LT Charles W. Whitcomb School Work Year: School year; Plus 10 extra days perAppendix D, Category I Stipend Salary: In accordance with the Teachers’ Salary Scale according to education and experience. Organizational Relationship or Line of Authority: Directly responsible to the Principal in all matters pertaining to the building.Jointly responsible to Principal and Assistant Superintendent for Teaching and Learning in areas of instruction and curriculum. Job Summary: Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partner with families, caregivers, community members, and organizations to promote learning. Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator. Teaches a reduced (.6) caseload, and coordinates (.4) for a full‑time position. Statement of Duties: Provides direct instruction to targeted students in a classroom setting; Assesses student needs to guide the learning process toward improved student achievement. Interpret data to determine future intervention cycle (tier II and III instruction) Establishes clear learning targets for all lessons, units and projects using formal and informal assessment data obtained from students. Uses a variety of instructional techniques and literacy materials consistent with reading/language arts and math content standards and the needs and capabilities of the individuals or student groups involved. Progress monitors students as needed Maintains accurate, complete, and correct records to track student achievements Provides written evidence of preparation upon request of building leaders Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities Reinforces and supports all school rules and policies Develops a positive and successful instructional climate and management system that celebrates student’s differences and allows for respectful engagement. Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject. Demonstrates knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes. Designs units of instruction with measurable outcomes and challenging tasks requiring higher‑order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Designs and administers informal and formal assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards. Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Defines high expectations for the quality of student work and the perseverance and effort required to produce it. Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented. Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges. Shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Uses strategies to support every family to participate actively and appropriately in the classroom and school community. Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Employs two‑way communication with families about student performance and learning and responds promptly and respectfully to communications from families. Shows understanding of and sensitivity to different families' home language, culture, and values. Reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning. Seeks out and applies ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities. Collaborates with colleagues in such work as developing standards‑based units, examining student work, analyzing student performance, and planning appropriate intervention. Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately. Fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance. Coordinates literacy assessments for the School Collects, distributes, evaluates, interprets data including MCAS, progress monitoring, and other sources as determined by the principal. Meets as directed with administrative team to present findings and make recommendations for intervention assistance. Serves as a liaison between administration and the intervention staff. Sets up online intervention programs for teachers. Facilitates professional development opportunities in conjunction with administration. Leads PLC meetings with intervention staff as directed. Works under the direction of administration to implement universal screening tools, including providing training to other staff and collecting data from the universal screening tool. Qualifications: Licensed by the Massachusetts Department of Elementary and Secondary Education (covering Grades 6‑8) in Reading as the preferred certification. ELA/Humanities or Math or Special Education is also acceptable (covering Grades 6‑8). SEI endorsement required Bilingual (Spanish or Portuguese) Preferred Previous teaching and/or successful experience preferred Experience using technology to support student interventions Experience using flexible grouping strategies Experience designing lessons that are attentive to individual student instructional needs Experience working within an instructional team dedicated to supporting the needs of all students Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable Abilities: Technology Use – School System Data base, standard Microsoft and Google products and web‑based sites. Learning Strategies— Selecting and using instructional methods and procedures appropriate for the situation. Written and Oral Comprehension and Expression— Read and understand information in writing and listen to and understand spoken information and ideas. Able to communicate information and ideas in speaking and writing so others will understand. Team Player— Being respectful as part of a team and displaying constructive, collaborative behaviors. An Equal Opportunity Employer It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, and sexual orientation, gender identity, age or disability in its education programs, services, activities or employment practices. Position Type: Full‑Time Job Categories: Classroom Teacher > English & Language Arts Classroom Teacher > Reading/Literacy Special Education > General Special Education Job Requirements Bachelor degree preferred. Citizenship, residency or work visa required Contact Information Tara Sobaleski , Principal Whitcomb Middle School Phone: View phone number on click.appcast.io Email: View email address on click.appcast.io #J-18808-Ljbffr Whitcomb Middle School