Elementary Intervention Specialist for 2024-2025

Internal Applicants (Internal candidates include district UASD paid employees)
The deadline for internal applicants to apply for this position is 2/5/2025. Internal applicants are required to submit an application for the position by clicking on the internal applicant link in the applicant portal.

External Applicants (non-employees, all substitutes, and district contracted employees)
Are required to submit a full application by clicking on the external applicant link in the applicant portal.

MINIMUM REQUIREMENTS

1. Bachelor’s degree in Elementary Education or a related field (Master’s degree preferred).
2. PA Elementary Certification to teach grades K-6, with a focus on reading, math, or intervention preferred.
3. Experience in providing targeted interventions for students in math and/or reading.
4. Knowledge of assessment tools and data-driven instruction.
5. Strong communication and collaboration skills.
6. Ability to differentiate instruction to meet the needs of diverse learners.

SUMMARY OF PURPOSE
The Elementary Intervention Specialist focuses on providing targeted math and reading interventions for students in K-6 who require additional support to achieve academic success. The ideal candidate will work collaboratively with teachers, administrators, and support staff to implement effective instructional strategies, monitor student progress, and foster a positive learning environment that meets the diverse needs of all learners.

ESSENTIAL FUNCTIONS

Instructional Support:

1. Design and deliver small-group and individualized math and reading intervention lessons aligned with school curriculum and standards.
2. Utilize evidence-based strategies to address skill gaps and enhance student achievement in reading comprehension, fluency, and foundational math concepts.
3. Provide in-class support as needed to reinforce instruction and scaffold learning.

Collaboration and Planning:

1. Collaborate with classroom teachers to identify students in need of intervention and develop action plans.
2. Schedule IST Meetings for the team to develop action plans to support struggling students.
3. Participate in grade-level team meetings to align instructional goals and strategies.
4. Work with school specialists (e.g., Special Education teachers, ESL teachers) to ensure coordinated support for students with diverse learning needs.

Assessment and Progress Monitoring:

1. Conduct regular assessments to identify student needs, measure growth, and guide instruction.
2. Maintain accurate records of student progress and share updates with teachers and families.
3. Use data to adjust instructional strategies and interventions for maximum effectiveness.

Professional Development and School Involvement:

1. Stay current with research and best practices in math and reading intervention.
2. Participate in professional development opportunities to enhance teaching skills and knowledge.
3. Contribute to the positive climate of the school by supporting extracurricular activities, events, or initiatives as needed.

SCOPE AND IMPACT

This position accomplishes most of its tasks through standard procedures. Internal contacts include the principal, teachers, other school staff members, students, and other school district employees. External contacts include parents and community members.

SPECIAL SKILLS

1. Enthusiasm for working with young children.
2. Flexibility, creativity, and a passion for helping students achieve their full potential.
3. Strong collaborator who is proactive in supporting teachers and school goals.
4. Training or experience with specific intervention programs (e.g., Wilson Reading System, Orton-Gillingham, Math Recovery).
5. Proficiency in using technology to support instruction and progress monitoring.

PHYSICAL/MENTAL/ENVIRONMENTAL
Physical Demands: Constant bending, twisting, lifting, pushing, and pulling.
Constantly alternating between sitting and standing.
Normally does not work at heights above ten feet.
Normally does not lift any object weighing more than fifty pounds

Sensory Abilities: Visual acuity
Auditory acuity

Work Environment: Collaborative, student-centered environment, primarily within classrooms, intervention spaces, and occasionally school-wide settings.
Typical administrative office and school environment.
Subject to inside and outside environmental conditions.
Occasional travel to off-site environments.

Temperament: Must possess excellent interpersonal skills.
Must be able to work in an environment with frequent interruptions.
Able to make judgments and work under high levels of stress.

Cognitive Ability: To follow directions and give direction to others.
To complete assigned tasks without supervision.
To communicate, comprehend and perform complex computations.
To use correct grammar, sentence structure and spelling.
To compose clear, concise sentences and paragraphs.
To organize office setting to efficiently accomplish tasks.
To multitask.
To work independently and make work-related decisions.
To exercise good judgment in prioritizing tasks.
To communicate effectively at all organizational levels.

Specific Skills:
Ability to operate office equipment.
Ability to use computer technology efficiently including word processing, presentation/webpage software, PowerPoint and Excel software applications.
Ability to appropriately handle confidential information in accordance with District policies.
Ability to use technology for group meetings, presentations (i.e. overhead, document camera, projector and video equipment).

SUPERVISION RECEIVED AND EXERCISED
The Elementary Intervention Specialist shall be a professional employee. This individual is responsible directly to the Building Principal. Performance will be evaluated annually by the Building Principal, in accordance with the provisions of the Upper Adams Education Association Collective Bargaining Agreement. The above description covers the most significant essential and marginal functions but does not exclude other occasional responsibilities and accountabilities the inclusion of which would be in conformity with the major purpose of this job. The employee must be able to perform the essential functions of the position satisfactorily, and, if requested, reasonable accommodations will be made to enable employees with disabilities to perform the essential functions of their job, absent undue hardship. The Employer retains the right to change or assign other duties to this position.

The Upper Adams School District is an Equal Opportunity Employer, Educational Service organization.