Community Roots Charter School, Academic Interventionist, Grades 6-8, 2026-2027

Community Roots Charter School; New York (NY); On-site; USD 60,000 - 75,000; Full time

Job summary

Community Roots Charter School in Fort Greene, Brooklyn seeks an Academic Interventionist to provide literacy and math interventions to small groups of students in grades 6-8. You will use data to monitor progress and communicate with families through regular narratives and conferences.

The role emphasizes collaboration with teachers, and participation in leading our advisory structure to support student growth and school community goals.

Qualifications

• Preference for New York State Teacher Certification
• Prior teaching experience with demonstrated success

Responsibilities

• Implement targeted, research-based literacy and math interventions to individuals and small groups of students
• Collect and use student data to monitor progress toward instructional outcomes
• Hold family conferences to review individual student’s progress at least twice a year and, if a there is a need, arrange more frequent, regular conferences
• Provide families with written narratives to report on individual student’s progress at a minimum of twice a year, in accordance with the schoolwide progress report schedule
• Collaborate with teachers as needed to keep them updated on student progress
• Co-facilitate a "crew," our school's advisory structure

Skills

Prior teaching experience

Education

New York State Teacher Certification

Job description

About the Position:

We are looking for an Academic Interventionist to provide literacy and math intervention to small groups of students, grades 6-8.

About Us:

Community Roots Charter School (CRCS) is a K-8 school in Fort Greene, Brooklyn. As a diverse by design school, we are committed to being inclusive and centering anti-bias/anti-racist education. We provide all students with an educational environment where learner variability is acknowledged, valued and supported. We view this variability as an inherent strength of our community and use it to inform classroom practices and lesson design. We also establish a strong sense of community where students reflect on their identities, learn from each other, develop critical reading and thinking skills, and are equipped with strategies to take action on issues they care about.

Teaching and learning at CRCS is embedded in a meaningful real world context, where we teach children to see the connections between school and the world. Through a rich social studies focus and a social-emotional curriculum, we aim to equip all of our students with the skills and perspectives that will support them in developing into fully engaged members of their communities.

Please visit our website for more information about our school: www.communityroots.org

Qualifications:

• Preference for New York State Teacher Certification


• Prior teaching experience with demonstrated success

Responsibilities:

• Implement targeted, research-based literacy and math interventions to individuals and small groups of students


• Collect and use student data to monitor progress toward instructional outcomes


• Hold family conferences to review individual student’s progress at least twice a year and, if a there is a need, arrange more frequent, regular conferences


• Provide families with written narratives to report on individual student’s progress at a minimum of twice a year, in accordance with the schoolwide progress report schedule


• Collaborate with teachers as needed to keep them updated on student progress


• Co-facilitate a \"crew,\" our school's advisory structure

Community Roots seeks individuals who:

• Believe that all children have the right to an exceptional education, understand that children learn in different ways, and work hard to provide/create the support each student needs


• Believe that working and educating children in a diverse and inclusive environment is essential


• Are committed to anti-bias/anti-racist education, professionally and personally


• Are capable of building a safe, nurturing, supportive and high achieving school culture


• Believe that communicating and building relationships with children's families is essential


• Believe that a combination of creativity and research generates engaging curriculum


• Believe in and are capable of high levels of collaboration and communication


• See themselves as active learners committed to ongoing professional development


• Are reflective and embrace feedback