Middle School Interventionist

About Elm Community CS We are an interdisciplinary and collaborative learning environment focused on cultivating civically engaged student leaders. Essential to our school’s philosophy is a relevant hands-on curriculum, along with the commitment to nurture each student’s social and emotional intelligence. We are looking for a team of individuals committed to fostering an environment that is innovative, collaborative, and equitable for both students and staff. Join us Middle School Interventionist (5-8) Elm CCS is looking for a knowledgeable, creative, and results-driven teacher who will serve as both a content specialist in the area of Humanities/ELA or STEM/Math for a grade team of teachers, as well as an interventionist supporting at-risk learners and learners with special needs. Support services can include co-teaching, pull-out small groups, and push-in services. Interventionists work across multiple grades and must align their interventions with general education curriculum, including both inquiry-based and mastery-based models. At the core of this position is collaboration with colleagues, ability to prioritize differentiation of instruction, and a growth mindset that is open to continual feedback and development.

Responsibilities:
• Building a classroom culture in which students love learning;
• Establishes a positive classroom environment through proactive methods, a clear and consistent management system, and strong student rapport;
• Teaching students through an inquiry-based curriculum, placing the thinking work on all students;
• Adapt and implement curriculum and assessments to student needs; manage and adjust the curriculum unit overviews and pacing calendar according to student needs and assessment cycles;
• Design and implement lesson plans and targeted small group instruction according to student data and needs; Provide small group intervention in pull-out and/or push-in settings; co-teach when appropriate to create an integrated learning environment;
• Collaborates with grade team to produce differentiations for all at-risk students on the grade;
• Holds all students to high expectations, with the fundamental belief that students with special needs and emergent bilingual learners are capable of incredible growth and achievement;
• Proactively collaborates with leadership in developing a curriculum that equips students with the skillset, stamina, and understanding of testing as a genre and often necessary tool;
• Actively monitors and assesses student achievement and progress based on short-term and long-term goals and objectives for both general education students and students with Individualized Education Plans (IEP);
• Special

Education:
Documents and tracks progress toward IEP goals, supports leadership with teacher reports and school-home partnerships;
• Provides timely and frequent feedback for students, based on formal and informal assessments, and aligned to lesson and unit objectives and quarterly goals;
• Proactively builds relationships and collaborates with other staff members to meet team goals, share best practices, and solve grade team concerns;
• Engages and contributes in professional development; proactively applies professional development material into classroom and teaching; trains with colleagues and leaders to receive targeted, in-the-moment feedback on instruction;
• Communicates regularly with families regarding the academic performance and behavior of students.

Requirements:

Qualifications:
• Holds certification in Special Education or TESOL (1-6);
• Master’s Degree in Education with a specialization in elementary or middle school education highly preferred;
• Minimum of 4 years teaching experience in middle school education, preferably in urban education;
• Demonstrated ability in adapting curriculum and lessons to various student needs;