What are the responsibilities and job description for the Special Educator/Interventionist Grades K-5 position at Dothan Brook School?
The Dothan Brook School in Hartford, VT seeks dynamic and dedicated special educators or interventionists to serve as case managers and academic and social-emotional service providers. We are a PreK-5 school with an enrollment of just over 200 students and a highly collaborative culture. We center the use of equity-centered, culturally responsive and healing-centered practices, so our teachers build students’ capacity for higher order thinking, prioritize student-engaged assessment, use data to inform instruction, and above all, model and foster a growth mindset.
Special educators and interventionists play an important role within our school community. They provide specialized instruction for students with disabilities and/or learning difficulties and also serve as case managers and access specialists on grade-level teams.
The ideal candidate will have significant skills and knowledge related to effective instruction and assessment, particularly in reading, writing and math, the ability to design and implement intensive-level interventions and specialized instruction. Experience in Orton-Gillingham or similar structured literacy approaches is strongly preferred, along with a strong foundation in research-based approaches to mathematics instruction focused on building number sense. Successful candidates will demonstrate a reflective instructional practice, fluency in using relevant assessment data to analyze student learning, effective collaboration with colleagues to plan instruction, and experience in guiding diverse learners to achieve excellence through appropriate accommodations and modifications.
The Dothan Brook School, in alignment with Hartford School District’s Anti-Racism Policy, believes that the educational experience of every student is enhanced through the professional contributions of representatives of various races, ethnicities, genders, physical abilities, ages and sexual orientations, and that a diverse and culturally competent faculty is essential in the creation of a rigorous learning environment free of bias and inequities.