ELA Interventionist

POSITION: ELA Interventionist

POSITION GUIDE: Certified Personnel
9 months
Bargaining Unit Position
Non-Exempt

REPORTS TO: Assistant Superintendent of Curriculum and Instruction
Director of Teaching and Learning
Program Coordinator (s)

RELATES TO: Central Staff
Principals
Assistant Principals
Program Coordinators
Instructional Leaders
Classroom Teachers
Paraprofessionals
Parents
Students

QUALIFICATIONS:
Illinois Professional Educator License (PEL)
Advanced Degree, Reading Specialist Endorsement, and/or English as a Second Language (ESL) Endorsement preferred
Five or more years of successful teaching experience in K-8 schools
Experience with differentiated tiers of instruction and the MTSS process (RtI)
Demonstrates exemplary classroom literacy practice and possesses a deep understanding of literacy theory for the purpose of effective best practices in literacy to improve student achievement results and close achievement gaps
Demonstrates skills in instructional leadership, collaboration and organization
Maintains student record sheets and other data platforms to monitor student progress.
Regularly analyzes data and monitors student progress while delivering focused intervention to students.
Working knowledge of Professional Learning Communities to analyze student data, facilitate discussions about effective instructional practices, support teams with grade specific intervention plans, and collectively select appropriate instructional strategies to improve student achievement
Experience with adult learning processes and strategies
Demonstrates facilitation experience in providing engaging adult professional development at the school and district levels on district adopted intervention programs
Superior problem-solving and critical thinking skills
Comprehensive knowledge of the Illinois Learning Standards and other relevant standards in order to impact student achievement
Working knowledge of the process of educational change and mindset shifts
Proficient technology skills

JOB SUMMARY:
Under the direct supervision of the Assistant Superintendent of Curriculum and Instruction, Directors, and Program Coordinators, the primary role of the ELA Interventionist is to provide strategies for teaching and supporting students in the literacy skills needed to learn to read, read to learn, and comprehend. The ELA Interventionist also assists classroom teachers and other staff to build capacity through the development of instructional strategies, methodologies, integration and professional development.

The information contained in this job description is in compliance with the Americans with Disabilities Act and is not an exhaustive list of the duties performed for this position. Additional duties performed by the individual holding this position may be assigned.

RESPONSIBILITIES:
Coordinate and facilitate district and school's literacy intervention program following district intervention plan.
Teach targeted literacy intervention to small groups of students daily using research-based strategies and resources.
Collaborate with teachers individually and collaboratively to identify the literacy needs of students, to set learning goals and targets, and to problem solve with teachers to develop best practices for continuous academic growth of students in literacy.
Assist teachers with the collection of data, analysis of data results and support the sharing of findings at Professional Learning Community sessions.
Review and evaluate student achievement and assist with placing students in appropriate literacy intervention and support services.
Meet regularly with assigned program coordinator, interventionist group, building administrator(s), assigned grade level teams and individual classroom teachers to plan literacy instruction that correlates with the individual student's needs or as requested by other stakeholders.
Attend and provide professional development to enhance literacy knowledge of pedagogy and content.
Maintains a variety of manual and electronic files and/or records (e.g. student records and other data regarding proficiency) for the purpose of determining student needs.
Assist Program Coordinators to organize content leadership teams that review assessment data and develop interventionist plans for assigned school.
Participate in on-going and job-embedded professional development (e.g. staff meetings; study groups, demonstration lessons with pre- and post-discussion analysis; workshops; trainings; seminars) for the purpose of gathering information related to literacy.
Coordinate the development of specific professional development tasks with interventionists, including:Set timelines
Monitor the completion of specific tasks
Provide feedback
Assist in the revision process of district and building intervention plan

Ensure professional development materials and training are aligned with research-based instructional practices to affect positive student outcomes.
Provide support for the ongoing development, enhancement and evaluation of District 86 intervention programs and resources.
Assist the Program Coordinator in implementation of the Illinois Learning Standards.
Develop strategies for helping teachers make changes in instructional practices, assisting in the identification of student needs and the differentiation of instructional support, along with assessment analysis.
Research and provide content knowledge, resources and guidance regarding a range of effective and innovative instructional practices such as:
Individual discussions with emphasis on small group intervention strategies
Study groups (e.g. professional read)
Extended Professional Learning Communities (PLC)
Blended Learning
Active participation in data team process
Maintain updated paperwork consistently, appropriately and in a timely
manner in compliance with district processes and procedures.
Guide the implementation of small group instruction, differentiation of student assignments, and assessment of student performance.
Maintain confidentiality and integrity.
Maintain commitment to grow professionally.
Share learning experiences when attending professional development
with other Interventionists, Instructional Coaches and Program Coordinator in a timely manner.
Promote and integrate district initiatives in a supportive and professional manner.
Assist in articulation of the district strategic plan.
Support district and school staff in parent engagement activities/events in the content area.
Prepares lesson plans, in collaboration with teachers and coaches, related to differentiating instruction and providing interventions while adhering to district scope and sequence guides and curriculum.
Perform other duties and responsibilities related to literacy as assigned by supervisor.

SUPERVISORY ROLE: None. Instructional coaches are in a non-evaluative role.

COMMUNICATION SKILLS:
Strong communication that demonstrate intra and interpersonal skills.
Skilled listener, problem solver, and relationship builder.
Ability to communicate clearly and concisely in both oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback.
Ability to compose correspondences, reports, and other required documentation.
Ability to read, analyze, and interpret information and data.
Ability to effectively respond to questions and concerns.
Display courtesy, tact, confidentiality, professionalism and respect when dealing with others. This includes verbal and non-verbal communication.

REASONING ABILITY:
Ability to interpret a variety of instructions and information furnished in written, oral, diagram, or schedule form.
Ability to identify and define problems, collect and analyze data, establish facts to choose best strategy, and to draw valid conclusions.

OTHER SKILLS AND ABILITIES:
Promote a harassment - free environment.
Establish and maintain effective working relationships and a commitment to teamwork.
Ability to learn and utilize office equipment, computers, electronic devices, multimedia and software programs as systems are updated.
Ability to work well under pressure, handle and balance multiple demands, work with frequent interruptions and perform duties and tasks at expected levels of professionalism.
Extensive knowledge of and the ability to perform duties in compliance with all district, board, state and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of the position.
Ability to work independently with minimal supervision.
Ability to prepare and maintain accurate files, records and data charts.
Ability to meet deadlines.
Ability to meet the minimum hours of a required school day and have a reliable vehicle to travel to assigned schools.

PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of the job, the employee is regularly required to stand, walk, sit, talk, and hear. The employee is frequently required to reach with hands and arms, stoop, kneel, crouch, or crawl.

The employee must occasionally lift and/or move up to 20 pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus.

WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters when performing the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties.

Employee experiences constant interruptions and inflexible deadlines. The noise level in the environment is quiet to moderate.

Duties are performed primarily indoors and occasionally outdoors. In-district and out-of-town travel required as necessary for training and/ or carry out duties and responsibilities. Employee participation in and/or attends/supports district curriculum/ content area events that may or may not be on evenings or weekends.