Middle School Interventionist

Elm Community Charter School; New York (NY); On-site; USD 60,000 - 85,000; Full time

Job summary

Elm Community CS in New York, NY is seeking a Middle School Interventionist (grades 5-8) to serve as a content specialist in Humanities/ELA or STEM/Math and to provide targeted intervention for at-risk learners and students with IEPs. The role includes co-teaching, pull-out and push-in supports, and collaboration with grade teams to differentiate instruction.

Applicants should hold a valid Special Education or TESOL certification and have at least 4 years of middle school teaching experience.

Qualifications

• Certification in Special Education or TESOL is required.
• Minimum of 4 years teaching experience in middle school.
• Ability to differentiate instruction for diverse learners.
• Experience aligning interventions with general education curriculum and IEP goals.

Responsibilities

• Build a positive classroom culture and high expectations.
• Provide small group intervention in pull-out/push-in settings; co-teach when appropriate.
• Collaborate with grade teams to differentiate for at-risk students.
• Monitor progress toward IEP goals and communicate with families.

Skills

Collaboration

Differentiation

Co-teaching

Data-driven instruction

Education

Master's Degree in Education

Certification in Special Education or TESOL

Tools

IEP tracking

Job description

About Elm Community CS

Middle School Interventionist (5-8)

Elm CCS is looking for a knowledgeable, creative, and results-driven teacher who will serve as both a content specialist in the area of Humanities/ELA or STEM/Math for a grade team of teachers, as well as an interventionist supporting at-risk learners and learners with special needs. Support services can include co-teaching, pull-out small groups, and push-in services. Interventionists work across multiple grades and must align their interventions with general education curriculum, including both inquiry-based and mastery-based models. At the core of this position is collaboration with colleagues, ability to prioritize differentiation of instruction, and a growth mindset that is open to continual feedback and development.

• Building a classroom culture in which students love learning;
• Establishes a positive classroom environment through proactive methods, a clear and consistent management system, and strong student rapport;
• Teaching students through an inquiry-based curriculum, placing the thinking work on all students;
• Adapt and implement curriculum and assessments to student needs; manage and adjust the curriculum unit overviews and pacing calendar according to student needs and assessment cycles;
• Design and implement lesson plans and targeted small group instruction according to student data and needs; Provide small group intervention in pull-out and/or push-in settings; co-teach when appropriate to create an integrated learning environment;
• Collaborates with grade team to produce differentiations for all at-risk students on the grade;
• Holds all students to high expectations, with the fundamental belief that students with special needs and emergent bilingual learners are capable of incredible growth and achievement;
• Proactively collaborates with leadership in developing a curriculum that equips students with the skillset, stamina, and understanding of testing as a genre and often necessary tool;
• Actively monitors and assesses student achievement and progress based on short-term and long-term goals and objectives for both general education students and students with Individualized Education Plans (IEP);
• Special Education: Documents and tracks progress toward IEP goals, supports leadership with teacher reports and school-home partnerships;
• Provides timely and frequent feedback for students, based on formal and informal assessments, and aligned to lesson and unit objectives and quarterly goals;
• Proactively builds relationships and collaborates with other staff members to meet team goals, share best practices, and solve grade team concerns;
• Engages and contributes in professional development; proactively applies professional development material into classroom and teaching; trains with colleagues and leaders to receive targeted, in-the-moment feedback on instruction;
• Communicates regularly with families regarding the academic performance and behavior of students.
  

About Elm Community CS

We are an interdisciplinary and collaborative learning environment focused on cultivating civically engaged student leaders. Essential to our school’s philosophy is a relevant hands-on curriculum, along with the commitment to nurture each student’s social and emotional intelligence. We are looking for a team of individuals committed to fostering an environment that is innovative, collaborative, and equitable for both students and staff. Join us.

Middle School Interventionist (5-8)

Elm CCS is looking for a knowledgeable, creative, and results-driven teacher who will serve as both a content specialist in the area of Humanities/ELA or STEM/Math for a grade team of teachers, as well as an interventionist supporting at-risk learners and learners with special needs. Support services can include co-teaching, pull-out small groups, and push-in services. Interventionists work across multiple grades and must align their interventions with general education curriculum, including both inquiry-based and mastery-based models. At the core of this position is collaboration with colleagues, ability to prioritize differentiation of instruction, and a growth mindset that is open to continual feedback and development.

Responsibilities

• Building a classroom culture in which students love learning;
• Establishes a positive classroom environment through proactive methods, a clear and consistent management system, and strong student rapport;
• Teaching students through an inquiry-based curriculum, placing the thinking work on all students;
• Adapt and implement curriculum and assessments to student needs; manage and adjust the curriculum unit overviews and pacing calendar according to student needs and assessment cycles;
• Design and implement lesson plans and targeted small group instruction according to student data and needs; Provide small group intervention in pull-out and/or push-in settings; co-teach when appropriate to create an integrated learning environment;
• Collaborates with grade team to produce differentiations for all at-risk students on the grade;
• Holds all students to high expectations, with the fundamental belief that students with special needs and emergent bilingual learners are capable of incredible growth and achievement;
• Proactively collaborates with leadership in developing a curriculum that equips students with the skillset, stamina, and understanding of testing as a genre and often necessary tool;
• Actively monitors and assesses student achievement and progress based on short-term and long-term goals and objectives for both general education students and students with Individualized Education Plans (IEP);
• Special Education: Documents and tracks progress toward IEP goals, supports leadership with teacher reports and school-home partnerships;
• Provides timely and frequent feedback for students, based on formal and informal assessments, and aligned to lesson and unit objectives and quarterly goals;
• Proactively builds relationships and collaborates with other staff members to meet team goals, share best practices, and solve grade team concerns;
• Engages and contributes in professional development; proactively applies professional development material into classroom and teaching; trains with colleagues and leaders to receive targeted, in-the-moment feedback on instruction;
• Communicates regularly with families regarding the academic performance and behavior of students.
  

Requirements

Qualifications

• Holds certification in Special Education or TESOL (1-6);
• Master’s Degree in Education with a specialization in elementary or middle school education highly preferred;
• Minimum of 4 years teaching experience in middle school education, preferably in urban education;
• Demonstrated ability in adapting curriculum and lessons to various student needs;