Intervention Specialist - Curriculum Development and Instructional Support- Temporary Assignment

Position Type:
Teachers/Intervention Specialist

Date Posted:
5/1/2023

Location:
Instructional Support Center

Date Available:
07/24/2023

Job Code: Intervention Specialist - 060188 Standard Hours: 40 Department: Curr Dev & Instructional Sppt - 222222 Empl Class: ARP Minimum Salary: $54,646.00/Annually

Maximum Salary: $107,500.00/Annually

Scheduled Days: 190

Target Openings: 1

  License and Certification Qualifications: Eligible for Georgia teacher certification in one or more of the following teaching fields: 1) Secondary (6-12) English?or Mathematics?2) Middle Grades (4-8) Language Arts?or Mathematics; and 3) Early Childhood Education (P-5). Reading Specialist endorsement?or K-5 Mathematics endorsement?and?coaching?endorsement preferred.??

Education Qualifications: Bachelor's degree in related field required. Master's degree in related field preferred.?

Experience Qualifications: Three years of successful teaching experience with emphasis in?providing interventions in?language arts?or mathematics?preferred. Experience delivering professional learning opportunities and experience leading professional learning teams preferred.??

Skills Qualifications: Ability to organize and complete multiple tasks/projects concurrently; ability to create and deliver professional learning that supports the direction of the?instructional support?program and that supports the vision, mission, and goals of the district; strong communication skills, both in oral and written format; strong technology skills, including the and Microsoft Office Suite programs?and?eCLASS; knowledge and application of research-based?intervention?strategies in literacy?and mathematics?instruction; knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of?intervention practices; knowledge of techniques for integrating curriculum, GCPS policies, and effective?intervention?practices; ability to work successfully with colleagues; ability to project and generate a positive attitude; and ability to effect change.?

Primary Responsibilities: Support, develop, and coach?intervention?teachers on content knowledge and skills for effective teaching and learning.? Support school leadership in planning and implementation of school intervention processes.

1. Design and deliver professional learning for the instructional support program.
a. Provide professional learning opportunities by modeling and facilitating intervention strategies and effective instruction with teachers.
b. Develop and facilitate staff development inclusive of the multi-tiered student support (MTSS) framework; using data to identify students in need of intervention, identifying the strongest interventions to use with students, progress monitoring practices, and evaluating student achievement.
c. Develop and model intervention resources that demonstrate practical application of research based, learner-centered intervention strategies that build off of the Quality-Plus Teaching Strategies and Tier 1 balanced literacy and numeracy frameworks.
2. Demonstrate content knowledge and professional growth.
a. Engage in continual learning to deepen content and pedagogical knowledge in language arts and mathematics interventions (current and emerging trends/needs).
b. Develop and improve knowledge through professional development, conferences, publications, and collegial networks.
c. Model effective literacy and mathematics intervention strategies and instruction for teachers.
3. Provide support for local school leadership and instructional teams.
a. Assist in development and leadership of school and cluster intervention teams.
b. Support school leadership and instructional teams in the development and sustainability of an effective MTSS program.
c. Effectively analyze and use local school data to facilitate leadership of Kid Talks and Student Support Team meetings to impact student achievement.
d. Model protocols to lead MTSS teams to establish effective and sustainable processes to identify students in need of intervention, identify the strongest interventions to use with students, the correct progress monitoring practices, and evaluate student achievement in collaboration with the Offices of Language Arts, Mathematics, and Staff Development.
4. Perform other duties as assigned.

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with?disabilities to perform the essential functions.