Interventionist (Anticipated)

Interventionist (Anticipated) Needed

Location: Charlotte Central School

Charlotte Central School (CCS) is seeking a full-time (1.0 FTE) faculty-level Interventionist (Anticipated) to support our K8 school team. We are looking for a passionate educator with experience in literacy and mathematics instruction and intervention across a K-8 setting with particular expertise in middle-level mathematics.

This position plays a critical role in strengthening our Multi-Tiered Systems of Support (MTSS) framework by coordinating intervention systems leading data-informed processes and providing direct academic support to students.

Primary responsibilities include:

• Providing direct evidence-based intervention in math and possibly literacy (push-in small group and 1:1) with a focus on grades 58 mathematics
• Coordinating schoolwide intervention systems including screening review deeper assessments entrance criteria and group scheduling
• Establishing intervention goals and progress monitoring systems to ensure continuous student growth
• Guiding and collaborating with a small team of interventionists
• Collaborating with classroom teachers to support differentiated instruction within the general education setting
• Attending and advising at Educational Support Team (EST) meetings
• Supporting and coordinating elements of the Local Common Assessment System (fall winter and spring benchmarking)
• Collaborating with district literacy and math learning facilitators to ensure coherence of instruction and assessment
• Communicating with families regarding intervention services and student progress

The ideal candidate will possess:

• Current Vermont Professional Educators License in endorsement areas to support Math Education in grades K - 8 or eligibility to obtain such endorsements.
• Strong background in middle-level math instruction and intervention
• Knowledge of evidence-based instructional practices across math and literacy
• Experience analyzing student assessment data and matching intervention to student learning profiles
• Understanding of developmental progressions of grade-level concepts
• Experience working within a Multi-Tiered Systems of Support framework
• Ability to lead systems while working collaboratively as part of a team
• Strong organizational skills and attention to detail
• Commitment to equitable instructional practices restorative approaches and culturally responsive pedagogy
• Flexibility initiative dedication and joy in working with students

Additional training and professional learning opportunities are available to meet the evolving needs of our teaching team and students.

Please apply via SchoolSpring: is an equal opportunity employer and is committed to ensuring that all of our students achieve our mission - which means we are also committed to developing a faculty and staff that represents the inclusive welcoming environment we seek to develop for students and families.

Job ID#5553190