Asheville City Schools Asheville , NC 28804
ASHEVILLE CITY SCHOOLS JOB DESCRIPTION
Job Title: Title 1 Interventionist part time position, Service Contract
15 Hrs/Week, 36 weeks in 2018/2019
GENERAL STATEMENT OF JOB
This individual will work in the schools to guide and monitor academic behavioral interventions. The position is funded through Title I.
The Interventionist will facilitate the implementation of Asheville City Schools' academic programs and work with teachers to identify at-risk students and their unique learning needs. Together with teachers the Interventionist will create Personal Education Plans for accessing Asheville City Schools' academic programs, and will monitor student progress. Working with students in small groups in the area of literacy. Also, will work to help students with behavior challenges to be successdul in the classroom.
North Carolina State Teacher Salary Schedule plus local supplement and benefits
Essential Job Functions
Primary job functions:
K-5 Academic: will work in small groups with at-risk students. This schedule will be set early in year, and will be readjusted as required, in collaboration with K-5 teachers.
K-5 MTSS--will observe students, make intervention recommendations, and facilitate MTSS process.
Will collaborate with grade level PLCs for appropriate intervention strategies as needed
Will case-manage all Personal Education Plans and monitor compliance with state laws
Will attend and facilitate all SST meetings and attend ACS Title 1 Meetings and Trainings
Will offer a check in-checkout system for focusing on attendance and behavioral concerns
Will assist administration in collection of data
Will collaborate with School Social Worker and Counselor to access community resources for students
Will participate in specialist meetings for special event planning at school
Minimum Training and Experience
The Interventionist must hold an appropriate North Carolina Teaching License and be considered Highly Qualified. Experience with Asheville City Schools is preferred. National Board Certification or working toward that certification is preferred.
Background in working with at-risk populations
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Must be physically able to sit, stand, walk, and drive a car.
Must be able to lift boxes up to 10 pounds. Physical demands are for Light Work.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people, or things.
Leadership: Requires the ability to assess teaching practices and provide information to teachers in a way that is strength based.
Requires the ability to meet deadlines established by the Principal and the Title I Director. Requires the ability to bring groups of individuals to consensus when decisions must be made about instructional practices.
Interpersonal Communications: Requires the ability to speak to people in a way that demonstrates their strengths. Requires the ability to communicate with a solution-based approach for teachers who must make instructional changes.
Language Ability: Requires the ability to read data collection and reporting forms. Requires the ability to read and implement best practices from professional journals and educational research.
Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.
Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply. Requires the ability to understand mathematical concepts necessary to teach children problem solving skills.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and space.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using computers and other technology.
Manual Dexterity: Requires the ability to handle a variety of items such as maintenance of equipment. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors or shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
Physical Communications: Requires the ability to see, talk and hear.