Response to Instruction & Intervention Teacher - 0.4 FTE (Ortega School)

Job Summary

Basic Function

Under the direction of the site principal, the Response to Instruction and Intervention

Teacher may coordinate and schedule English language arts and / or mathematics

interventions for students; communicate which interventions are needed and used for

direct instruction; work collaboratively with teachers and paraprofessionals; train staff

• on the use of research based interventions; model lessons for teachers; serve as a coach;

monitor student progress; and deliver targeted instruction during intervention to

identified students based on data.

Requirements / Qualifications

Valid California Multiple Subject Credential

CLAD Certificate

NCLB Compliant

Valid California Driver's License

Required Documents :

Completed online application

Cover letter / Letter of Introduction

Resume

Three (3) letters of recommendation(current within the last 2 years)

Copy of credential(s) and transcripts

Hello Prospective Candidate,

Welcome to PSD! Please read our Equity Policy for a deeper understanding of the Pacifica School District's beliefs :

The Governing Board believes that the diversity that exists among the district's community of students, staff, parents / guardians, and community members is integral to the district's vision, mission, and goals. Addressing the needs of the most marginalized learners requires recognition of the inherent value of diversity and acknowledgement that educational excellence requires a commitment to equity in the opportunities provided to students and the resulting outcomes.

In order to eradicate institutional bias of any kind, including implicit or unintentional biases and prejudices that affect student achievement, and to eliminate disparities in educational outcomes for students from historically underserved and underrepresented populations, the district shall proactively identify class and cultural biases as well as practices, policies, and institutional barriers that negatively influence student learning, perpetuate achievement gaps, and impede equal access to opportunities for all students.

The Board shall make decisions with a deliberate awareness of impediments to learning faced by students of color, LGBTQ students and / or diverse cultural, linguistic, or socio-economic backgrounds. To ensure that equity is the intentional result of district decisions, the Board shall consider whether its decisions address the needs of students from racial, ethnic, and indigent communities and remedy the inequities that such communities experienced in the context of a history of exclusion, discrimination, and segregation. Board decisions shall not rely on biased or stereotypical assumptions about any particular group of students.

Board Policy 0415 : Equity - Original Adopted Date : 08 / 05 / 2020 | Last Reviewed Date : 08 / 05 / 2020)

Comments and Other Information

WELCOME TO THE PACIFICA SCHOOL DISTRICT!!!

We are HIRING! Apply NOW!

Help us make a difference...

JOIN US

Yes, we want YOU to apply and join our team in making a difference for our students and community. Apply on EdJoin or contact our Director of Human Resources or our Human Resources Specialist in answering any of your questions. For more information, check out the Pacifica School District Website and follow us on our Instagram Page.

WHY WORK FOR US?

OUR MISSION STATEMENT

Pacifica School District, the community it serves, and the children they cherish, together prepare each child to meet the challenges of the future by providing an equitable, rigorous academic program which nurtures curiosity and inspires joy, confidence, and achievement in learning.

OUR LOCAL CONTROL ACCOUNTABILITY PLAN (LCAP)

The LCAP has three goals. Goal One addresses the conditions of learning which includes having a quality staff, instructional materials and safe school sites. Goal Two addresses student academic outcomes which includes impactful instruction and support that are informed by student assessment data. Goal Three addresses both social emotional health of our students and staff, and meaningful participation of our families which includes assessment and engagement with social emotional learning; supports for students, families and staff; promoting supportive school climate and providing for meaningful family input and participation.

Within all three of these goals, the actions follow within a three step plan. First, knowing our students and the impact the pandemic has had on them and their families. Second, expand instructional and social emotional support for our students. Third, understanding our impact on student success for all students.

PSD continues to focus their efforts to consistently reduce the achievement and opportunity gap of the significant student groups (Referenced - CA School Dashboard, Fall 2020) :

Ethnic Student Groups - Black or African American (28), American Indian (7), Asian (249), Filipino (267), Hispanic or Latino (812), Native Hawaiian or Pacific Islander (15), Two or more races (474), White (1258).

Socioeconomically Disadvantaged Students (601, 19.3%),

English Learners (ELs) (278, 8.9%),

Students with Disabilities (288, 9.3%)

Foster Youth (4, 0.1%)

Homeless (15, 0.5%)

NOTE : Candidates will only be contacted if selected for an interview.