Intervention Teacher

Students identified as at-risk performing below grade level or requiring supplemental academic interventions.

Assignments are determined based on individual student needs referrals and program goals.

Planning and Preparation

• Organize and manage intervention programs within designated schools.
• Design and deliver services based on student needs program goals and classroom curricula.
• Differentiate organize and evaluate curriculum for eligible students.
• Plan lessons incorporating remedial enrichment and preventive strategies to promote higher-order thinking.
• Collaborate with classroom teachers to modify instruction materials accommodations and grouping strategies.
• Utilize educational research and data to inform instructional planning and math intervention strategies.
• Serve as a liaison to ensure smooth transitions for students within and between schools.
• Develop and communicate progress monitoring plans and schedules to staff and families.

Learning Environment

• Establish and maintain a respectful inclusive and supportive instructional environment.
• Promote integration of students into general education settings as appropriate.
• Maintain a safe and orderly environment for students staff and materials.
• Support student engagement through flexible grouping and differentiated instruction.

Instruction

• Provide direct instruction individually or in small groups.
• Implement evidence-based interventions in math and other academic areas.
• Model instructional strategies and co-teach with classroom teachers as appropriate.
• Adjust instruction based on progress monitoring assessment results and student performance.
• Provide timely feedback to students families and staff on academic progress and interventions.

Collaboration and Professional Practice

• Collaborate with classroom teachers instructional assistants and other staff to improve student outcomes.
• Participate in Educational Support Team (EST) meetings and program planning as appropriate.
• Maintain accurate confidential student records in compliance with district state and federal requirements.
• Communicate effectively with families to support student learning and engagement.
• Participate in professional learning programs and ongoing skill development.
• Serve as a resource and instructional leader for intervention practices within the school.

Reports to and receives technical direction from the Director of Curriculum Instruction and Assessment.
Receives administrative direction from the Principal of the assigned school.

• Train assign and direct activities of assigned teaching assistants.
• Serve in an advisory role regarding evaluation hiring and continued employment decisions for support staff.

Education & Experience

• Bachelors degree in Education or related field required; combination of education and experience considered.
• Three years of relevant experience required; experience with at-risk or struggling learners required.
• Advanced coursework or graduate-level study in math strongly preferred.

Certifications and Licenses

• Valid Vermont Professional Educators License with Elementary Education endorsement (1-00).
• Valid Vermont drivers license with clean driving record.

Skills and Abilities

• Language: Interpret educational research professional journals and regulations; write reports and instructional materials; present information effectively.
• Mathematics: Apply concepts including fractions percentages ratios probability geometry and statistical inference.
• Computer Skills: Proficient with email databases word processing and spreadsheets; experience with intervention software preferred.
• Reasoning / Mental: Define problems collect and analyze data draw valid conclusions and interpret technical instructions.
• Communication / Interpersonal: Communicate courteously and effectively with students staff families and outside agencies; collaborate effectively in teams; demonstrate conflict resolution and stress management skills.

• Frequently: Sitting standing walking using hands/fingers for dexterity lifting 1025 lbs. using computers managing stress resolving conflicts.
• Constantly: Seeing hearing talking.
• Occasionally: Lifting/carrying 2550 lbs. bending/stooping pushing/pulling twisting climbing crouching kneeling reaching driving.
• Employee must maintain physical capability to perform essential functions and support students during interventions.
• Required vision abilities include close vision distance vision color vision peripheral vision depth perception and focus adjustment.

• Constant Exposure: Noise.
• Frequent Exposure: Dust dirt viruses infectious diseases.
• Occasional Exposure: Fumes odors chemicals hazardous materials outdoor weather conditions heights.
• Sometimes Exposure: Water.
• Not Applicable: Extreme non-weather heat or cold hazardous equipment uneven terrain.

The work environment is typically quiet to moderate in noise but may include classrooms hallways and outdoor instructional areas.

This role emphasizes program organization differentiated instruction progress monitoring and collaboration with staff and families to provide effective interventions and improve academic outcomes for at-risk learners in alignment with Vermont learning standards and LRE principles.