[2024 - 2025] KIPP Durham Reading Interventionist ($70k - $100k)

Job Description

Teaching is the absolute hardest profession in the world and it is going to take incredible leadership to successfully turn around KIPP Durham Middle School to realize our students’ limitless potential.  We are assembling a dream team of 14 exceptional educators with extraordinary skill, and the passion to make change in the lives of students and their communities.   With salaries ranging from $70k - $100k+  KIPP Durham Middle School staff will be the highest paid educators in the state of North Carolina.  If you have what it takes and are ready for the challenge, we want to recognize the expertise and commitment to excellence you bring to the table.

 

Through “refounding” KIPP Durham Middle School, our dream team will gain unique professional experiences and career advancement in building a school from the ground up - preparing them for leadership in the education industry and beyond.  

 

The exceptional educators we’re looking to join the KIPP Durham Middle School team will be master educators who have track records of affecting rapid, dramatic student learning improvements for students. While we founded the school in 2015, we are treating 2024-25 as a re-founding school year, an endeavor that requires a staff with a founder’s mentality around doing what it takes, making it happen, sweating the small stuff, and creating a reimagined reality for our students

 

CRUCIAL COMPETENCIES

 

Our “re-founding” Reading Interventionist will blow the following four crucial competencies* out of the water:

 

Driving for Results: Our teachers will have personal accountability to achieve outstanding  academic results and the task-oriented actions required for success. Our teachers will set high goals for themselves and their students, making persistent, well-planned efforts to achieve these goals despite barriers and resistance; holding others accountable for doing their part to achieve results; and putting in all the extra effort necessary to ensure success. 

 

Influencing for Results: Our teachers will motivate others—students, colleagues, and families—and influence their thinking and behavior to obtain outstanding  academic results and classroom culture. Our teachers will understand that they cannot accomplish change alone, but instead must influence the work of others. They will use a variety of influencing moves—inspiring students, nurturing ridiculously joyful AND rigorous classroom and schoolwide cultures, responding to unspoken student needs and motivations, and simultaneously supporting and inspiring colleagues to collaborate on the path to schoolwide success—as the situation requires. 

 

Problem-Solving: Our teachers will be LASER FOCUSED on planning, organizing, and delivering high quality Tier 1 instruction, and they will continually analyze data to determine student learning needs and next steps for intervention blocks during the day.

 

Personal Effectiveness: Our teachers will exhibit flexibility and optimism when faced with stressful, uncomfortable, and unfamiliar situations; maintain confidence in themselves and a willingness to keep improving despite the many challenges of their role; actively embrace the constant changes needed to ensure student learning in high-challenge situations; and hold and maintain a strong belief in the human potential for learning and improvement, despite significant societal pressures to settle for less. Our teachers will see themselves as not just a classroom teacher, but a SCHOOLWIDE teacher oriented around solutions and being proactive in their engagements. 

 

ESSENTIAL DUTIES

 

Preparing and Delivering Instruction

Thoroughly review, deeply internalize, and meticulously prepare HillRAP lessons every single day. (Note: HillRAP is an individualized intervention program delivered on a 4:1 basis by teachers who are extensively trained during multi-sensory, structured language professional development and provided follow-up classroom support and coaching during implementation. It is implemented in a class period ranging from 45 minutes to 1 hour. This intervention is delivered using internet-based devices and Hill Learning Center’s technology-enabled Hill Learning System (HLS) to facilitate a flexible approach to learning and better serve students, teachers, and schools. To learn more about the Hill Center’s program and approach, click .)

Deliver HillRAP lessons to small groups of middle school students throughout the day, strengthening their foundational literacy skills and boosting their confidence as emerging readers of grade-level content.

Practice—and then practice some more—lesson delivery to execute curricula at an exceptionally high level

Work to learn the students in the room—working to learn their data and individual needs, including those addressed by IEPs, multilingual language plans, and other individualized plans

Create exemplar responses and documents for work to hold students accountable and to facilitate collaboration with colleagues

Use assessment data (i-Ready data, IA data, EOG data, DIBELS data, curricular data, exit tickets, student quizzes and work) to drive instruction, make hard pivots when necessary, and make individualized learning plans for every student in their care

Set clear, high expectations, and hold students accountable for performance—all of which requires taking personal responsibility and doing everything required to reach challenging goals

Embrace and incorporate the gift of feedback from wherever it comes—colleagues, principal, assistant principal, regional coaches, students, wherever—in the spirit of Pursuing Excellence, one of KIPP NC core values

Do all the operational things that support great instruction, like maintaining an accurate and timely gradebook, keeping records, and completing tasks for data tracking systems

 

Building Positive Classroom and Schoolwide Cultures

Develop positive relationships with students, families, teachers, and staff through regular positive phone calls to families, routine curbside check-ins with families at arrival and dismissal, weekly newsletters from the classroom, and attendance at all school events, including Back-to-School Night, family conferences, report card conferences, and all other school celebrations

Leverage those relationships to induce behaviors and instructional habits from students that are significantly different from those previously exhibited; pinpoint and tap the needs, wants, and underlying motivations of students

Participate fully in the daily routines of a school that form the foundation of culture, like arrival/dismissal, advisory/circle time, lunch, hallway transitions, and the 1,000 other moments that make up a day

Embody, nurture, and build KIPP NC’s core values (Pursuing Excellence, Building Knowledge, Fighting Injustice, Sparking Joy, and Rising Together) and the school’s student and staff cultures

Assume personal responsibility for student achievement, all the students in the school, and the success of staff colleagues

Create and maintain a joyful classroom space that exudes love, builds a sense of belonging, and celebrates learning, which includes displaying current student work and grade level/content- appropriate and identity-affirming decorations

 

Exemplifying a Growth Mindset

Collaborate with leaders and coaches to identify areas of strength and areas of growth for professional development throughout the year, some of which will be leader-led, and some of which will happen in the quiet after-school moments in classrooms with colleagues in the routine preparation for the next day

Attend practice clinics to hone and sharpen pedagogical skills and lesson delivery

Participate in Teacher Work Days, Regional Data Days, and Professional Development meetings after school; satiate their hunger to learn and grow as a professional

 

Taking Care of Yourself 

Use the many benefits the organization offers employees (health benefits, generous school holidays, etc.) to relieve stress after the workday is done or over school breaks and holidays, as the job of turning a school around is tough—teachers will experience stress and emotional challenges associated with all the essential duties enumerated above, and self-care will be a priority

 

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