JOB PURPOSE: Responsible for push-in and pull out support in planning instruction and/or adaptation of the instructional program using the Response to Intervention (RtI) model to facilitate student learning in accordance with corporation policies and state guidelines. Design and implement specific strategies designed to promote intellectual, social, and physical growth in all identified intervention students. Evaluate and measure the effectiveness of specific RtI strategies and interventions in order to refine Tier 1, Tier 2, and Tier 3 levels of support. Supports the instructional programs with regular and special education teachers. ESSENTIAL DUTIES AND RESPONSIBILITIES
- Provide the following school-wide support:
- Use data to help teachers identify and group children who need additional support;
- Help teachers develop and implement classroom-based, developmentally appropriate interventions for individual children and groups of children to enhance their acquisition of social/emotional and cognitive skills;
- Support teachers in documenting children's progress;
- Facilitate the Student Support Team (SST) process with the principal, support staff, parents, and instructional staff;
- Develop and use instructional and behavioral support tools (Tier 2 Planning form, SST forms, functional behavior assessment and behavior management plans) effectively;
- Gather and organize grade-level/subject area universal assessment tools and develop assessments for progress monitoring purposes for all teachers;
- Design collaborative systems to support the sharing of RtI best practices.
- Execute the following duties and responsibilities related to Tier 3 identified students in conjunction with the student's assigned classroom teacher:
- Implement and track all PBIS Tier 3 support for all identified students
- Design systems and tools to measure the effectiveness of Tier 3 support
- Refine Tier 3 strategies and support as needed to improve effectiveness
- Work with the special education coordinator, school psychologist and SST to facilitate eligibility for special education
- Use instructional and behavioral support tools (SST forms, functional behavior assessment and behavior management plans) effectively.
- Teach corporation-approved curriculum while creating a classroom and total school environment that is conducive to learning and is appropriate to the maturity and interests of Tier 2 and 3 students.
- Develop and inform students of reasonable rules concerning classroom procedures and behavior and maintains a safe and orderly classroom environment.
- Meet and instruct identified students in the locations and at the times designated.
- Employ a variety of instructional techniques, instructional media, and performance assessments, which guide the learning process toward academic achievement and curriculum goals.
- Establish clear objectives for all lessons, units, and projects and communicates these objectives to the students.
- Assess the accomplishments of students in a variety of ways on a regular basis and provide progress reports as required.
- Maintain accurate, complete, and correct records as required by law, corporation policy, and administrative regulations.
- Administer and analyze standardized testing data and adjusts instructional strategies, as needed, to maximize probability of student success.
- Teach students to work collaboratively to solve problems and to think logically and creatively.
- Complete other duties as assigned.
- Build effective relationships with parents and students through regular communication and available to students and parents for education-related purposes, e.g., open house, conferences, extra-curricular activities.
- Participate in professional growth and development and stay abreast of current research through continuing education, educational seminars, workshops, conferences, membership in professional organizations of the subject taught, and attendance at corporation-sponsored inservices.
- Maintain a strong, regular personal attendance record.
The above statements are intended to describe the general nature and level of work being performed. They are not intended to be an exhaustive list of all responsibilities, duties and skills required of personnel so classified.SKILLS AND KNOWLEDGE
- Demonstrates enthusiasm and commitment toward the position and the mission of the company; support the company's values in the strategic areas of academic excellence, operational performance, superior culture, and financial health and growth, as outlined in the Employee Handbook.
- Possesses strong time management & organizational skills and the ability to prioritize effectively.
- Has the ability to establish and maintain effective working relationships with teachers, students, parents, the community, and administrative staff. Is sensitive to sensitive to corporate needs, employee goodwill, and the public image, as unique situations present themselves.
- Possesses excellent interpersonal skills and displays such between all stakeholders: being courteous, professional, and helpful.
- Possesses excellent communication skills: Oral (including presentations), Written, Interpersonal (active listening), Negotiating and Influencing.
- Has the ability to be at work consistently, to be on time, to follow instructions, to respond to management direction and to solicit feedback to improve performance.
- Demonstrates proficient experience with Microsoft Office (Word, Excel, PowerPoint), Student Information System (SIS) and email communications.
- Looks for ways to improve and promote quality and demonstrates accuracy and thoroughness.
- Strives to implement best practices and positive character education consistently.
While performing the responsibilities of this position, the work environment characteristics listed below are representative of the environment the employee will encounter:
- Usual school working conditions.
- May be noisy during high student traffic.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- No physical exertion required.
- Somewhat stressful due to frequent student activity.
- Light work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force as frequently as needed to move objects.
TERMS OF EMPLOYMENT
- Salary and benefits shall be paid consistent with CSUSA salary and benefit policy.
- Length of the work year and hours of employment shall be those established by Charter Schools USA.
- This document does not create an employment contract, implied or otherwise, other than an "at will" relationship.
Job is exempt from the overtime provisions of the Fair Labor Standards Act.EVALUATION
Performance will be evaluated in accordance with Charter Schools USA's policy.DECLARATION
The Charter Schools USA Human Resources Department retains the sole right and discretion to make changes to this job description. Any employee making changes unauthorized by Human Resources Department will be subject to disciplinary action up to and including termination.
- Bachelor's Degree
- Possession of valid teaching certification (as appropriate).
- Minimum of three (3) years successful teaching experience.
- Equivalent combination of education and experience.
- Command of grades/subject specific content and theoretical knowledge of learning theory, including motivation, reinforcement, evaluation and feedback techniques. Understanding of and commitment to company values.
- Successful results of criminal and employment background check.
- Effective instructional delivery techniques and excellent communication skills. Adherence to the requirements of the Code of Ethics for the Education Profession. Such alternatives to the above requirements as CSUSA may find appropriate and acceptable.
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