INSTRUCTION SUPPORT SPECIALIST - INTERVENTIONIST

Sylvania; Bridgeport (CT); On-site; USD 57,859; Part time

Job summary

An educational institution located in Bridgeport is seeking an Instruction Support Specialist to provide targeted instructional support through co-teaching and intervention services. The ideal candidate will have at least 3 years of teaching experience, with a strong background in special education. Responsibilities include collaborating with teachers, designing interventions, and supporting compliance with educational regulations. This role is pivotal in enhancing student learning outcomes for those needing additional support.

Qualifications

• Minimum of 3 years teaching experience, including special education and co-teaching roles.
• Strong understanding of instructional planning, classroom management, and child development.
• Experience with early childhood education and secondary education preferred.

Responsibilities

• Collaborate with general education teachers to plan and deliver inclusive lessons.
• Design and deliver small-group and one-on-one interventions in literacy and/or math.
• Assist in the development and maintenance of Individualized Education Plans (IEPs).

Skills

Excellent communication and interpersonal skills

Strong organizational and time-management abilities

Ability to build strong relationships with students, families, and colleagues

Commitment to equity, inclusion, and culturally responsive teaching

Education

Minimum of 3 years teaching experience

Job description

2025 - 2026 School Year
Bridgeport Public Schools
Human Resources Department
45 Lyon Terrace, Room 324
Bridgeport, CT 06604

INSTRUCTION SUPPORT SPECIALIST
DUNBAR SCHOOL
SALARY: $42.00 an Hour / 22.5 Hrs a Week/ 34 weeks

Position Overview

Dunbar School is seeking a dedicated and experienced Instruction Support Specialist to provide targeted instructional support through co-teaching and intervention services. This role is ideal for an educator with a strong background in special education, collaborative teaching, and differentiated instruction. The specialist will work closely with classroom teachers to enhance student learning outcomes, particularly for students requiring additional academic and behavioral support.

Responsibilities

• Co-Teaching & Instructional Support: Collaborate with general education teachers to plan and deliver inclusive lessons.
• Provide in-class support through co-teaching models (e.g., parallel teaching, station teaching).
• Assist in the development and implementation of differentiated instructional strategies.
• Intervention Services: Design and deliver small-group and one-on-one interventions in literacy and/or math.
• Monitor student progress and adjust interventions based on data.
• Support the implementation of MTSS (Multi-Tiered System of Supports).
• Special Education Collaboration: Assist in the development and maintenance of Individualized Education Plans (IEPs).
• Support compliance with IDEA and Section 504 regulations.
• Maintain accurate records including progress reports, anecdotal notes, and attendance.
• Professional Collaboration: Participate in team meetings, parent conferences, and professional development.
• Facilitate communication between families, teachers, and support staff.
• Contribute to a positive school climate that supports all learners.

Qualifications

• Minimum of 3 years teaching experience, including special education and co-teaching roles.
• Strong understanding of instructional planning, classroom management, and child development.
• Experience with early childhood education and secondary education preferred.

Skills & Competencies

• Excellent communication and interpersonal skills.
• Ability to build strong relationships with students, families, and colleagues.
• Strong organizational and time-management abilities.
• Commitment to equity, inclusion, and culturally responsive teaching.

This job description is not, nor is it intended to be, a complete statement of all duties, functions, responsibilities, qualifications, physical, and cognitive, which comprise this position. The above is intended to be a fair representation of the "typical" demands of the position. In all cases, these relationships, functions, and their applications are subject to change by the Superintendent.

It is the policy of the Bridgeport Board of Education not to discriminate on the basis of race, color, sex, sexual orientation, marital status, religion, age, national origin, ancestry, physical disability, present or past mental disorder, mental retardation, or learning ability, in any of its education programs, activities, or employment practices. The Bridgeport Board of Education is an Affirmative Action/Equal Opportunity Employer.