What are the responsibilities and job description for the Intervention Teacher (Bilingual Preferred -Previous applicants need not apply) position at Gadsden Independent School District (NM)?
JOB
SUMMARYTo create a flexible standards based instructional program, within the NM Guidelines of Multi-Layered System of Supports (MLSS) using Layer 3 intensive supports and standards scope and sequence for any student struggling academically. Roles and responsibilities of this position have been reviewed and approved by Executive Director of Federal Programs.
EXAMPLE OF DUTIES
Roles and responsibilities of this position have been reviewed and approved by Director for Federal Programs. Other duties may be assigned.Complies with the Code of Ethics of the Education Profession; upholds and enforces rules, administrative directives, regulations, GISD school board policies, as well as local, state and federal regulationsActs as a positive role model for students struggling academically.Strives to implement, by instruction and actions, the philosophy of education along with instructional goals and objectives as set forth in the Common Core Standards.Promotes a culture of collaboration with classroom teachers, Instructional Coaches, parents and campus administrators to reinforce academic improvement of struggling students.Attends Professional Learning Communities (PLCs) as part of the instructional team.Provides Layer 3 Evidence Based Interventions (EBI) supports following a standards-based scope and sequence on assigned campus.Provides instructional guidance in situations where an Intervention Instructional Assistant may be assigned to the campus.Develops and maintains a classroom environment conducive to effective learning using EBI resources provided by GISD.Encourages students to set and maintain norms of classroom behavior established by administrators and teachers.Participates in a collaborative review of campus data to provide input on campus 90 Day/DASH Plan.Participates in a collaborative review of student data to provide an individualized intervention plan aligned with the approved campus Intervention model.Utilizes Best-Practice instructional strategies and EBI curriculum materials to meet the learning needs of identified students.Communicates with District Intervention Specialist through multiple platforms, such as Google Meets or Google Classroom.Collaborates with district Intervention Teachers through multiple platforms, such as Google Meets or Google Classroom.Participates in district level training with the District Intervention Specialist.Maintains professional knowledge base through various outlets such as workshops, conferences or book studies.Takes reasonable precautions to protect students, equipment, materials and facilities. Evaluates student progress on a regular basis and makes recommendations regarding indicated adjustments in the student’s mobility within the MLSS. Maintains records as required by law, administrative regulation, and district protocol such as lesson plans, student progress data, parent communication, etc.Maintains and submits accurate and up-to-date data reports of all students’ progress. In circumstances when Layer 3 intensive supports may not have provided sufficient strengthening for an individual student, the Intervention Teacher will notify the campus administration.The Intervention Teacher may participate, in an advisory capacity, when campus administration convenes a Student Assistance Team (SAT) for further analysis of a student improvement data/plan.Attends established traditional school-sponsored activities (i.e, back-to-school night, open house, and other activities customarily attended by classroom teachers and/or faculty members.) Performs other duties as assigned without impacting intervention service delivery plan.SUPERVISORY RESPONSIBLITIES: Supervises students, instructional assistants, volunteers and student teachers when assigned.
SUPPLEMENTAL INFORMATION
LANGUAGE SKILLSAbility to read, analyze and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of administrators, staff and the general public.MATHEMATICAL SKILLSAbility to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.REASONING ABILITYAbility 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.OTHER SKILLS AND ABILITIESAbility to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies. Proficient technology skills, strong leadership and collaboration skills. Ability to compare, interpret, analyze, and generate data.PHYSICAL/MENTAL DEMANDSThe physical demands described here are representatives 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.While performing the duties of this job, the employee is regularly required to stand; walk; sit; use hands to finger, handle, or feel; and talk or hear. While performing the duties of this job, the employee may occasional push or lift up to 50 lbs. such as boxes of books and AV/VCR carts. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, distance vision, color vision, depth perception, and ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.Maintains emotional control under stress.WORK ENVIRONMENTThe work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors.
SUMMARYTo create a flexible standards based instructional program, within the NM Guidelines of Multi-Layered System of Supports (MLSS) using Layer 3 intensive supports and standards scope and sequence for any student struggling academically. Roles and responsibilities of this position have been reviewed and approved by Executive Director of Federal Programs.
EXAMPLE OF DUTIES
Roles and responsibilities of this position have been reviewed and approved by Director for Federal Programs. Other duties may be assigned.Complies with the Code of Ethics of the Education Profession; upholds and enforces rules, administrative directives, regulations, GISD school board policies, as well as local, state and federal regulationsActs as a positive role model for students struggling academically.Strives to implement, by instruction and actions, the philosophy of education along with instructional goals and objectives as set forth in the Common Core Standards.Promotes a culture of collaboration with classroom teachers, Instructional Coaches, parents and campus administrators to reinforce academic improvement of struggling students.Attends Professional Learning Communities (PLCs) as part of the instructional team.Provides Layer 3 Evidence Based Interventions (EBI) supports following a standards-based scope and sequence on assigned campus.Provides instructional guidance in situations where an Intervention Instructional Assistant may be assigned to the campus.Develops and maintains a classroom environment conducive to effective learning using EBI resources provided by GISD.Encourages students to set and maintain norms of classroom behavior established by administrators and teachers.Participates in a collaborative review of campus data to provide input on campus 90 Day/DASH Plan.Participates in a collaborative review of student data to provide an individualized intervention plan aligned with the approved campus Intervention model.Utilizes Best-Practice instructional strategies and EBI curriculum materials to meet the learning needs of identified students.Communicates with District Intervention Specialist through multiple platforms, such as Google Meets or Google Classroom.Collaborates with district Intervention Teachers through multiple platforms, such as Google Meets or Google Classroom.Participates in district level training with the District Intervention Specialist.Maintains professional knowledge base through various outlets such as workshops, conferences or book studies.Takes reasonable precautions to protect students, equipment, materials and facilities. Evaluates student progress on a regular basis and makes recommendations regarding indicated adjustments in the student’s mobility within the MLSS. Maintains records as required by law, administrative regulation, and district protocol such as lesson plans, student progress data, parent communication, etc.Maintains and submits accurate and up-to-date data reports of all students’ progress. In circumstances when Layer 3 intensive supports may not have provided sufficient strengthening for an individual student, the Intervention Teacher will notify the campus administration.The Intervention Teacher may participate, in an advisory capacity, when campus administration convenes a Student Assistance Team (SAT) for further analysis of a student improvement data/plan.Attends established traditional school-sponsored activities (i.e, back-to-school night, open house, and other activities customarily attended by classroom teachers and/or faculty members.) Performs other duties as assigned without impacting intervention service delivery plan.SUPERVISORY RESPONSIBLITIES: Supervises students, instructional assistants, volunteers and student teachers when assigned.
SUPPLEMENTAL INFORMATION
LANGUAGE SKILLSAbility to read, analyze and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of administrators, staff and the general public.MATHEMATICAL SKILLSAbility to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.REASONING ABILITYAbility 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.OTHER SKILLS AND ABILITIESAbility to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies. Proficient technology skills, strong leadership and collaboration skills. Ability to compare, interpret, analyze, and generate data.PHYSICAL/MENTAL DEMANDSThe physical demands described here are representatives 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.While performing the duties of this job, the employee is regularly required to stand; walk; sit; use hands to finger, handle, or feel; and talk or hear. While performing the duties of this job, the employee may occasional push or lift up to 50 lbs. such as boxes of books and AV/VCR carts. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, distance vision, color vision, depth perception, and ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.Maintains emotional control under stress.WORK ENVIRONMENTThe work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors.
