Literacy Interventionist - Sennett - 0.1 FTE - 26-27 SY

Wifca; Madison (WI); Hybrid; USD 46,938 - 57,369; Full time

Job summary

Wifca is seeking a Literacy Interventionist based in Madison, Wisconsin. This role focuses on providing direct services to students requiring assistance in literacy, utilizing evidence-based strategies to foster student achievement. Candidates must hold a Bachelor’s degree and a valid Wisconsin DPI teaching license.

The Literacy Interventionist will work closely with faculty to ensure effective intervention strategies are applied, while also contributing to the professional development of staff. The position requires strong skills in data analysis, organizational leadership, and cultural competency.

Qualifications

• Ability to diagnose reading/literacy learning needs.
• Experience with evidence-based intervention strategies.
• Strong understanding of student assessment systems.

Responsibilities

• Provide direct services to students in reading intervention.
• Collaborate with faculty and staff for effective interventions.
• Deliver professional development related to literacy.

Skills

Cultural competency

Literacy leadership

Data-driven decision making

Education

Bachelor's degree

Wisconsin DPI teaching license

Job description

Middle School Operations

Minimum Annual Compensation: $52,154 (25-26 TE Salary Schedule)

Length of Contract: 192 days

Employment Type: Exempt

Purpose of Position

The purpose of the Literacy Interventionist position is to provide direct services to students above and below proficiency in reading and literacy. This individual will identify particular areas of need and accelerate learning in those targeted areas so that students are able to learn and achieve at or above grade level. (Note: Title I Literacy Interventionists will only provide services to students most at risk of failing in the area of literacy.) The role of the Literacy Interventionist is to diagnose reading/literacy learning needs by using existing screening data and/or administering diagnostic assessment tools and to provide intensive intervention to accelerate learning through individual and/or small group learning environments. This position requires in-depth knowledge of how students learn to read, reading issues and needs, diagnostic assessment tools, evidence-based intervention strategies and programs, and data analysis. Additional roles include providing professional development and leadership to strengthen staff capacity in the ability to implement a Multi‑Tiered System of Supports (MTSS) that identifies, supports and accelerates student achievement in reading and literacy.

Essential Duties and Responsibilities

• Intervention: Support the Principal, Instructional Resource Teachers, Learning Coordinator and/or Reading Recovery Teacher to provide direct services to students above and below proficiency in reading. (Title I Interventionists will only provide support to students below proficiency.)
  Comprehensive intervention services include: identification through evidence‑based assessment tools, regular and intensive interventions to individual students or small groups, monitoring progress and reporting progress to meet MTSS and IDEA requirements, and maintaining effective communication with classroom teachers regarding student progress and successful strategies.
  Provide interventions through culturally and linguistically responsive pedagogy.
  Collaborate with SBLT, teacher teams, and data point person to identify those students in need of intervention and/or additional challenge.
  Use data in a consistent and on‑going way to measure students’ response to intervention (individual response and group response, program evaluation).
  Make practice decisions based on data.
  Maintain records on implementation and fidelity.
• Leadership and Collaboration: Attend district level professional development to increase knowledge on research, strategies for intervention and data use.
  Assist in the procurement of materials and resources to support intervention delivery.
  Participate on School‑based Leadership Team to the extent possible.
  Collaborate regularly with principal to review intervention implementation.
  Collaborate with all key stakeholders at the school level (e.g., Program Support Teachers, Instructional Resource Teachers, Learning Coordinators, MTSS support person, data person, teacher teams etc.).
• Professional Development: Assist in the identification of professional development priorities and initiatives, particularly as it relates to MTSS.
  Assist in the delivery of professional development as it relates to MTSS.

Knowledge, Skills, and Abilities Required to Perform Essential Job Functions

• Bachelor’s degree. Official transcripts are required for formal employment.
• Wisconsin Department of Public Instruction (DPI) teaching license in Reading (1316 or 5017) to cover the respective grade level(s) being taught.
• Expertise and leadership in K‑8 literacy.
• Knowledge of Common Core State Standards.
• Evidence of ability to implement scientifically, research‑based interventions (standard protocol and evidence‑based strategies) and ability to use data‑driven decision making.
• Evidence of knowledge of Multi‑tiered System of Supports.
• Evidence of strong understanding of a comprehensive assessment system and student achievement data.
• Evidence of cultural competency in an urban setting.
• Evidence of exceptional interpersonal and collaborative skills.
• Evidence of exceptional organizational and leadership skills.
• Commitment to the philosophy and organization of the school and district.
• Preferred: Reading Recovery/DLL certificate.

Licensing Requirements

If you do not already have an active Wisconsin teaching license, you must obtain and maintain the necessary license(s) for the position. An application must be on file within 30 days of starting your employment with MMSD. Failure to do so will result in your contract being voided. The district does not provide financial support for the continued education that is required to achieve the certification. The district does not select or endorse any particular certification program that leads to the required Wisconsin teaching license. An unlicensed candidate can be considered, but they must be hired by a school district in order to apply for a One‑Year License with Stipulations with DPI.

Working Conditions

Work may require travel to different locations within the district and to off‑site meetings. Position may require working evenings, nights, and some weekends. Certain positions within the District may allow hybrid work flexibility for a portion of their work schedule, depending on the needs of the position and the work unit. School‑based positions are required to be in‑person unless otherwise directed by the building principal.

Physical Requirements

Ability to work under generally safe and comfortable conditions where exposure to environmental factors is minimal and poses little to no risk of injury. This position requires the ability to lift up to 25 pounds occasionally and may involve walking, sitting, stooping or reaching. Manual dexterity is necessary for completing general tasks while operating office equipment. This position may require being stationary for extended periods of time. Ability to perform work in a variety of indoor and outdoor environments throughout the year, including in inclement weather, spaces without air conditioning, and areas where temperatures may be uncomfortable or fluctuate rapidly.

Disclaimer

This position description is subject to change at any time. The above job description does not limit the duties and responsibilities listed above as they are intended to describe the general nature and level of work being performed. They are not to be construed as an exhaustive list of all responsibilities, duties and skills required. Employees in this position may be required to perform additional job‑related tasks as directed by the supervisor.

Equal Opportunity Employer

The Madison Metropolitan School District is an Equal Opportunity Employer. We continue to seek a diverse and talented workforce. We encourage veterans, women, people of color, LGBTQIA+, and people with disabilities to apply. Qualified applicants are considered for employment without regard to age, race, color, religion, sex, national origin, sexual orientation, disability, or veteran status. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities.