Skip to main content

This job has expired

Elementary Math Interventionist - multiple openings available

Employer
Round Lake Area Schools District #116
Location
Round Lake, IL, US
Salary
Competitive
Position Type:
Elementary School Teaching/Math

Date Posted:
6/3/2019

Location:
District-Wide

Date Available:
08/12/2019

This position is accountable for assisting classroom teachers and other instructional staff to develop strategies, skills, tools, techniques, and capacity to effectively teach all students. This position also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding of the varying learning styles and the needs of a diverse student population.

Guidelines for Use:
This position implements a quality math program that is research based with a focus on differentiating for the three levels of RtI; providing instruction that supports, supplements, and extends excellent classroom teaching; analyzing school math data and planning for future mathematics needs; and instructing students individually or in groups to enable students to develop mathematical skills.

EDUCATION AND EXPERIENCE
Required: Possession of a Bachelor's degree from an accredited university or college
Preferred: Elementary school teaching experience
Preferred: Fluent in Spanish

LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
Required: Illinois Professional Educator License with the required endorsements: Middle School Mathematics
Preferred: Math specialist certification

KNOWLEDGE, SKILLS AND ABILITIES
1. Considerable knowledge of current best practices, laws, including due process and Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students;
2. Considerable knowledge of mathematics and mathematics instruction;
3. Knowledge of a variety of individualized and group instructional interventions or programs for students with math problems;
4. Knowledge of a wide range of quality mathematics resources for students;
5. Knowledge of a wide variety of information and formal assessments of mathematical topics
6. Knowledge of an adherence to ethical standards of professional conduct in math education;
7. Knowledge of and respect for values cultural, linguistic, and ethnic diversity and knows how such differences can influence learning mathematics;
8. Knowledge of child development;
9. Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
10. Knowledge and exemplary programs and practices in mathematics education;
11. Knowledge of funding sources and strategies for seeking support for math programs;
12. Knowledge of guidelines for the evaluation of curriculum material and instructional technology;
13. Knowledge of learning theory; students' learning styles and needs, both academic and affective;
14. Knowledge of major research findings on math instruction;
15. Knowledge of models of and procedures for providing math diagnosis and educational services to students with math problems;
16. Knowledge of models of staff development;
17. Knowledge of models of reading disabilities used in special education;
18. Knowledge of Positive Behavioral interventions and Supports (PBIS) and Response to Intervention (RTI);
19. Knowledge of processes for consensus-building and conflict resolution;
20. Knowledge of resources and strategies for facilitating communication among school, home, and community.
21. Knowledge of resources for supporting effective math programs;
22. Knowledge of State and national educational standards that are relevant to math education;
23. Knowledge of the differences between math skills and strategies and the role each plays in math development
24. Knowledge of the role that math research should play in guiding pedagogical decisions;
25. Knowledge of the scope and sequences for math instruction at all developmental levels, pre-K through grade 12
26. Knowledge of the history of math instruction and its relevance to current theory and practice;
27. Knowledge of the types of questions that can be answered by different types of research studies;
28. Knowledge of the uses and limitations of informal and formal assessments;
29. Knowledge of the value of community support for school math programs;
30. Knowledge of theoretical models and philosophies of math education and their relevance to instruction;
31. Knowledge of trends, controversies, and issues in reading education;
32. Skill in accommodations and adaptations for visual impairments, including reading and writing Braille, using low-vision devices, and utilizing assistive technology for vision impairments is required for some positions;
33. Skill in classroom behavior management;
34. Skill in interpersonal relations, especially regarding working as a member of a team;
35. Skill in organization, and in verbal and written communications;
36. Skill in the five real-life transition areas is required for some positions;
37. Skill in transitional service planning and remedial instruction;
38. Skill in utilizing computer technology for educational purposes, including word processing;
39. Skill in working with students having a wide range of disabilities;
40. Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RtI);
41. Ability to be flexible regarding meeting the changing needs of students, as well as the varying modifications to District and State mandates;
42. Ability to communicate and work with the public and other professionals;
43. Ability to create a structured and efficient working environment for students;
44. Ability to develop and update curriculum, lesson plans and associated materials necessary to meet the unique needs of the special education students;
45. Ability to develop relevant assessment tools, and integrate the results of the assessments into instructional units;
46. Ability to diagnose math disabilities and teach and support the education of students with math disabilities;
47. Ability to interpret and use math research;
48. Ability to provide leadership in curriculum design and implementation;
49. Ability to provide leadership in staff development;
50. Ability to secure and manage instructional resources;
51. Ability to teach a variety of students, with varying disabilities, in a variety of classes;
52. Ability to work with students and staff in stressful situations;
53. Ability to work with individuals from diverse backgrounds.

ESSENTIAL FUNCTIONS
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
1. Adjusts math instruction to meet the learning needs of diverse learners (e.g. gifted students, students with limited English proficiency) as well as those who speak non-standard dialects;
2. Advocates for public support of math education;
3. Assists with the development of individualized intervention plans, writing and implementing conditional procedures, and modeling specific strategies for other instructional staff;
4. Attends various meetings, such as staff, building, parent, team and case management;
5. Collaborates with allied professionals in assessing, planning, adapting, and delivering reading instruction;
6. Collects, analyzes, and interprets state and local test data to describe achievement trends for districts, schools, and special populations;
7. Communicates and provides consultation with team members, parents and guardians, the Special Education District of Lake County (SEDOL), and other outside agencies, regarding students, their interventions, medications, and programmatic needs;
8. Provides oversight of and monitors the implementation of individualized student learning plans;
9. Designs and conducts small-scale, instructional research studies in regular classrooms and special instructional settings;
10. Designs, implements, and evaluates appropriate math programs for small group and individuals;
11. Determines strengths and needs of individualized students in all areas of mathematics;
12. Develops data collection and data management systems, entering data into proprietary and other computer databases, analyzing data, identifying student needs, and recommending quarterly classes based upon individualized student needs;
13. Develops or utilizes assessment tools and program reports, including the Illinois Interactive report cards;
14. Develops partnerships with community members, agencies, and universities;
15. Develops, adapts and implements curriculum and lesson plans and aligns curriculum with academic standards;
16. Ensures compliance with ADA, IDEA and State mandates regarding student and parent due process;
17. Facilitates home-school connections and parental participation in school reading programs;
18. Helps faculty and administrators to articulate a philosophy of reading instruction;
19. Locates, evaluates, and uses math resources for students of all abilities and ages;
20. Maintains accurate records of student disciplinary files, parent contacts concerning student behavior, and other programs;
21. Maintains security and confidentiality of files, records, and other items relating to students and staff;
22. Meets all the requirements set forth in Section 27.100 (a) through (l) of 23 Illinois Administrative Code, Subtitle A, Subchapter b;
23. Organizes and coordinates efficient access to instructional materials school-wide;
24. Participates actively in local, state, or national professional organizations in reading education;
25. Participates in and facilitates math curriculum design, revision, and implementation efforts;
26. Participates in the development and implementation of school improvement plans;
27. Promotes and facilitates teacher research and classroom research;
28. Provides math instruction with students in varied settings, including to-to-one, small group, and classroom;
29. Reads and interprets research findings and applies them to decisions about assessment, curriculum, instruction, selection of materials, and programs;
30. Reflects on own teaching practices and conducts self-evaluation;
31. Screens classes to identify students in need of more thorough math diagnosis;
32. Searches and accesses research literature in a systematic way;
33. Secures instructional materials;
34. Serves as a resource on mathematics to administrators and other policymakers;
35. Stays current with developments in mathematics education for children and adolescents by reading professional journals and other publications and by attending professional conferences;
36. Uses multiple indicators of professional growth as the basis for planning and evaluating staff development;
37. Uses technology to support math instruction
38. Performs related duties as required.

Application Procedure:
Apply online https://www.applitrack.com/rlas/onlineapp/default.aspx

Get job alerts

Create a job alert and receive personalized job recommendations straight to your inbox.

Create alert