Title I Intervention Specialist Reading/Language Arts

Edison Middle School; South Bend (IN); On-site; USD 50,000 - 65,000; Full time

Job summary

A local educational institution is seeking a Title I Intervention Specialist for Reading/Language Arts & Math at Edison Middle School in South Bend, Indiana. This role focuses on providing essential intervention support to students at risk of failing in literacy and math. The ideal candidate has a minimum of five years of classroom experience, a thorough understanding of Indiana's academic standards, and appropriate K-5 teaching licensure. Strong communication and leadership skills are essential for family engagement and collaboration with educational teams.

Qualifications

• 5 years of effective classroom teaching experience is required.
• Must possess thorough knowledge of Indiana Academic Standards.
• License to teach K-5 essential for this position.

Responsibilities

• Provide intervention support to Title I identified students.
• Engage families in literacy improvement initiatives.
• Collaborate with Title I Team to enhance student outcomes.

Skills

Classroom teaching experience

Communication skills

Knowledge of Indiana Academic Standards

Leadership ability

Education

Licensing to teach K-5

Tools

Data analysis tools

mClass

NWEA

Job description

Title I Intervention Specialist Reading/Language Arts

South Bend Community School Corp Edison Middle School - South Bend, Indiana Open in Google Maps

Job Details

Job ID: 4937879

Application Deadline: Posted until filled

Posted: Aug 22, 2024 12:00 AM (UTC)

Starting Date: Immediately

Job Description

POSTION TITLE: Title I Intervention Specialist Reading/Language Arts & Math Elementary School

GENERAL CHARACTERISTICS: Reports to: Building Principal, Director of Title I

FLSA Status: Exempt

Term of Employment: Teacher Contract

BASIC FUNCTIONS

• Provides intervention support 80% of the school day to Title I identified students at risk of failing or who are failing in reading, language arts, and math. Works with the Title I Cognitive Intervention Specialist (CIS) to manage, analyze and review the school's data, reading language arts, and math program to ensure the highest level of effective instruction and to improve students' reading, language arts, and math.
• Assists and supports colleagues in the implementation of curriculum and instruction at the building level by sharing proven instructional strategies and materials.
• Works with the Title I Team and Principal to order materials and supplies to support instruction, professional development, parent involvement and abiding by deadlines.

ESSENTIAL FUNCTIONS

• Title I Intervention Specialist works directly with identified bottom 25% of students that are failing or at risk of failing providing intervention support 80% of the teaching day.
• Ability to increase students’ achievement past the essential goal of one year's growth.

9 groups of 5-6 students (of those 9 groups 7 groups will consist of K-2 Reading/Language and 3 can be K-5 Reading/Language Arts and/or math).

30 minutes of instructional time per group

45 minutes of Plan Time

30 minutes of student Data Review

• Demonstrates and models exemplary classroom literacy practices and knowledge of balanced literacy and essential elements of reading and math.
• Provides leadership for Reading/Language Arts & Math literacy across the school community.
• Helps strengthen family and school ties by engaging families in reading and math literacy.
• Participates in data and staff/professional development meetings with the building principal.
• Assists in the collaboration of the Title I plan.
• Works with the Title I Team and Principal to place orders for supplies and materials to support Title I instruction, professional development and parent involvement.
• Helps to monitor Title I inventory.
• Other duties as assigned based on the guideline of Title I.

Special Characteristics of the Position

Minimum Qualifications

• Five (5) years of effective classroom teaching experience
• Above average ability to communicate and work well with others
• Thorough and complete knowledge of Indiana Academic Math and Reading/Language Arts Standards
• Proven leadership ability
• An explicit understanding of effective Math and Reading/Language Arts curriculum and instructional practices
• Knowledge of the collaborative instructional model
• Participates in required professional development, including Title I during the school year and summer
• Appropriate Licensing to teach K-5, Highly Qualified

Additional Qualifications and Training Preferred

• Reading Endorsement
• Tyner Training
• Reading Recovery Training
• LiPS Literacy Training
• Previous Coaching ExperienceCoaching for Results
• Reading First Training
• Best practices in Math
• Lucy Calkins
• mClass
• Acuity
• NWEA
• Istation
• My Virtual Reading Coach
• Data input, analyzing, organizing and reporting

Working Relationships

• Principial, Title I Director, District Reading/Language Arts & Math Facilitators, Title I Cognitive Intervention Specialist (CIS), Collaborative Teaching Groups, Family and Community School Specialists

Working Conditions

• Mental Demands: calculating, comparing, problem‑solving, evaluating, interpreting, organizing, consulting, analyzing, planning, documenting, specifying, coordinating, implementing, and presenting
• Physical Demands: sitting, standing, crouching, kneeling, reaching, climbing stairs, adjusting, connecting, lifting, carrying, and/or moving up to 40 lbs, bending, keyboarding, pulling, pushing, balancing, writing, walking, and operating equipment
• Environmental Conditions: mostly inside but can be exposed to extreme weather conditions if traveling, wet and/or slippery surfaces, exposure to communicable diseases, and working alone
• Must hold a valid driver’s license and be able to drive to meetings or work sites before, during, or after the normal working day

Evaluation

• The Principal shall complete an annual written evaluation covering the individual’s effectiveness in handling the duties and responsibilities of the position. The basis of the evaluation will be the extent to which the performance and responsibilities of the job are successfully handled and the extent to which annual action plans and job goals are met
• The Title I Director shall evaluate the success of the Title I program

NOTE: The job description reflects the general requirements necessary to describe the principal functions or responsibilities of the job identified and shall not be interpreted as a detailed description of all work requirements that may be inherent in the job, either at present or in the future

Disclosure of Federal Participation: This position is funded by Title I Federal Funds

I have reviewed, understand, and can fulfill the requirements of this position as described

Position Type: Full‑Time

Job Categories:

Classroom Teacher > English & Language Arts

Classroom Teacher > Reading/Literacy