Literacy Interventionist - Grades K-4th

Job Description Position: Literacy Interventionist - Grades K-4th Reports To: Principal Work Location: Danville School, Danville VT Salary: Based on Experience FLSA Status: Exempt Our Mission It is the mission of the Caledonia Central Supervisory Union and its seven member schools to create a learning community in which each individual can achieve the highest standards of excellence in intellectual growth and citizenship. Teaching and Learning at Danville School At Danville, we design and implement high-quality instruction that is relevant to students’ lives and encourage them to take an active role in guiding their education. We live our values of being polite, responsible, inclusive, determined, and engaged through all elements of instruction to strongly emphasize authenticity, culture and relationships, curiosity, creativity, and design. We strive to ensure that all students are engaged and active learners within a culture of inclusion that values them as contributing members of our school community. We approach students through a lens of inquiry, honoring their voices, questions, curiosity, and creativity. We see school as an extension of our broader local and global communities, where students have the opportunity to grapple with questions that are important both locally and globally, creating active and engaged citizens. We prepare students to be leaders and contributors to their community, and we ask educators to help students create and implement high-quality work that is rigorous and relevant. The K-4th Literacy Interventionist is responsible for providing targeted, research-based literacy instruction to students who are performing below grade level. The interventionist will work collaboratively with classroom teachers to design and implement effective intervention strategies, monitor student progress, and adjust instruction as needed to support student success in literacy skills. Instructional Support: - Provide individualized and small group instruction to students identified by teachers and local assessment data as needing additional literacy support. - Use evidence-based intervention strategies to help students improve their literacy skills. - Develop and implement lesson plans that align with state and district literacy standards. Assessment and Progress Monitoring: - Conduct regular assessments to identify students' strengths and areas for improvement in literacy. - Monitor student progress through formative and summative assessments. - Maintain accurate and up-to-date records of student performance and progress. Collaboration: - Work closely with classroom teachers to identify students in need of literacy intervention. - Collaborate with teachers to develop and implement intervention plans. - Participate in grade-level and school-wide meetings to discuss student progress and instructional strategies. Professional Development: - Participate in professional development opportunities to enhance instructional skills and knowledge. Communication: - Communicate regularly with parents and guardians about their child's progress and ways they can support literacy learning at home. - Provide feedback to classroom teachers, administrators, and other stakeholders on the effectiveness of intervention strategies. - Communicate and collaborate regularly with cooperating teachers Supportive Learning Environment: - Create a positive and inclusive learning environment that supports student engagement and success in literacy. - Utilize technology and other resources to enhance litercy instruction. Skills and Abilities: - Patience and empathy for students with diverse learning needs. - Strong organizational and time management skills. - Ability to motivate and engage students in learning. - Proficiency in using educational technology tools and software. - Ability to creatively problem-solve - Maintain a solutions-oriented mindset Qualifications/Experience To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: Education and Experience: A Bachelor’s degree and working knowledge of Vermont’s Educational Standards required. Certificates, Licenses, Registrations. Holds or is eligible to hold a Vermont Teaching License. Holds the appropriate endorsement(s) and meets all the basic competencies and qualifications of the endorsement(s) as listed in the Regulations Governing the Licensing of Educators and the Preparation of Educational Professionals. Language Skills: Ability to read, analyze, and interpret common educational and technical journals, periodicals, and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to school/district standards or regulations. Ability to effectively present information to and respond to questions from administrators, parents, peers, board members, and the general public. Mathematical/Reasoning Skills: Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Microsoft and Google preferred. Communication and Interpersonal Skills: Ability to efficiently, effectively, and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively handle stressful situations and resolve conflicts. Physical Requirements * The work environment is in a mixed environment, with moderate noise, temperatures that are controlled, and no exposure to chemicals or other negative air quality elements. * The work is light/moderate work, requiring exertion of up to 30 pounds of force to move or lift objects. * The following physical and mental abilities are representative of those expected to complete the essential functions of the job: - Standing for prolonged periods - Sitting for prolonged periods - Repetitive motions with the hands, wrists, or fingers - Repetitive motions with force on the back or lower body - Ability to feel, grasp, or hold objects by hand - Discernment of colors visually - Discernment of letters or numbers - Discernment of objects under low light or distant conditions - Understanding and communicating in spoken language - Understanding and communicating in written language - Perception of sounds - Making decisions using logic and rational thinking To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations shall be made, as required by law, to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description but which may be reasonably considered to be incidental in the performing of their duties, just as though they were actually written out in this job description. Danville School and Caledonia Central Supervisory Union assure equal opportunity and public access in all their employment and service policies. CCSD and CCSU do not discriminate in hiring, programs, or policies on the basis of race, color, creed, religion, ancestry, national origin, age, disability, sex, marital status, or sexual orientation.