Teacher: Early Intervention

This posting creates a pool of candidates for future positions that may become available.

JOB SUMMARY
Administers assessment and screenings in order to instruct students performing below grade level in kindergarten through third grade.

ESSENTIAL DUTIES/RESPONSIBILITIES

• Administers screening assessments to students in kindergarten through third grade and progress monitor student growth.
• Delivers "Transitional Supplemental Instruction" with fidelity. Transitional Supplemental Instruction is defined as academic support for struggling learners using evidence–based programs and strategies that meet the expectations of strong or moderate evidence as defined in the federal Every Student Succeeds Act (ESSA).
• Maintains ongoing documentation as evidence of student performance.
• Submits accurate data reports into data management systems according to county guidelines.
• Attends trainings and receives job-embedded coaching in evidence-based instructional programs.
• Administers assessment tools to monitor student progress.
• Analyzes and interprets data to make informed instructional decisions for students.
• Communicates student progress to all key stakeholders.
• Actively participates in school-based, multi-disciplinary team data discussions to ensure appropriate instructional placement for students in kindergarten through third grade.
• Collaborates with the classroom teacher to support transfer of skills taught in interventions to the general education curriculum.
• Performs other related duties as assigned within the same classification or lower.

MINIMUM QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education

• Bachelor's Degree in applicable field of education from a regionally accredited college or university required.

Experience

• Three (3) years successful teaching experience and required;
• Less than one (1) year experience with intervention program(s), especially in environments that include special education, ELL and poverty preferred.

Knowledge, Skills, Abilities and Other Characteristics

• Knowledge of school organization, goals and objectives with special emphasis on teaching techniques.
• Knowledge of materials in field of specialization. Knowledge of current trends and research in field of specialization.
• Strong knowledge of content in the area of literacy.
• Ability to employ a variety of teaching styles to respond to the needs of diverse learners.
• Ability to speak and write effectively.
• Ability to deal effectively with students, staff and parents.
• Knowledge of methods and practices for data collection and analysis.
• Understanding of the operations and practices of both special education and general education in Anne Arundel County Public Schools.
• Demonstrated ability to effectively work and communicate with diverse populations.
• Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Office Suite – Word, Excel, Outlook, and/or PowerPoint preferred.

Licenses and Certifications
Employee must retain active licenses, certifications, and enrollment as a condition of employment.

• Hold or be eligible for Educator Certification: Professional Certificate appropriate to the assigned teaching content area issued by Maryland State Department of Education (MSDE) required; or
• Hold or be eligible for Educator License: Initial Professional License (IPL) issued by Maryland State Department of Education (MSDE) required.

PHYSICAL DEMANDS/WORKING CONDITIONS
The physical demands and working conditions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Demands

• Standing: over 2/3 percent of the time
• Walking: over 2/3 percent of the time
• Sitting: over 2/3 percent of the time
• Using hands to handle or feel: over 2/3 percent of the time
• Pinching (fine motor skills): over 2/3 percent of the time
• Wrist deviation: over 2/3 percent of the time
• Keyboarding: over 2/3 percent of the time
• Pushing: between 1/3 and 2/3 percent of the time
• Pulling: between 1/3 and 2/3 percent of the time
• Reaching (with hands and/or arms): over 2/3 percent of the time
• Climbing (Ascend/Descend): between 1/3 and 2/3 percent of the time
• Balancing: over 2/3 percent of the time
• Stooping: over 2/3 percent of the time
• Kneeling: over 2/3 percent of the time
• Crouching: over 2/3 percent of the time
• Crawling: under 1/3 percent of the time
• Bending: over 2/3 percent of the time
• Twisting: between 1/3 and 2/3 percent of the time
• Squatting: over 2/3 percent of the time
• Talking: over 2/3 percent of the time
• Hearing: over 2/3 percent of the time
• Smelling: under 1/3 percent of the time
• Repetitive Motions: over 2/3 percent of the time
• Eye/Hand/Foot Coordination: over 2/3 percent of the time
• Driving: under 1/3 percent of the time
• As required by the duties and responsibilities of the position.

Vision
The vision demands with correction described here are representative of those that must be met to successfully perform the essential functions of this job.

• No special vision requirements

Work Environment
Location

• Office, school or similar indoor environment: over 2/3 percent of the time

Noise Level

• Loud: over 2/3 percent of the time

Weight & Force
Lifting and carrying requirements

• Up to 50 pounds: between 1/3 and 2/3 percent of the time

JOB INFORMATION

ORGANIZATION

HR JOB INFORMATION