Intervention Specialist

Essential Duties + Responsibilities

• Support of the school's mission, vision, core values, goals and policies.
• Interact and communicate respectfully with all stakeholders.
• Establish a culture of high expectations and compassion for all through the implementation of Responsive Classroom.
• Follow the Licensure Code of Professional Conduct for Ohio Educators and the Ohio Standards of the Teaching Profession.
• Ability to create and sometimes co-create curriculum with colleagues aligned to IEP goals, while maintaining rigor.
• Design and deliver developmentally appropriate daily lesson plans that are in alignment with Ohio’s Learning Standards and Model Curriculums by tailoring provided curriculum to suit individual student developmental needs.
• Deliver instruction to identified students in the classroom, intervention room, in small groups or 1-on-1 as needed to meet IEP goals.
• Allot time with each student based on IEP’s specifically designed services and learning goals.
• Ensure the success of each student through clear, consistent record- keeping and timely and specific individual feedback.
• Proactively communicate with school leadership when students are not making the expected progress.
• Assist with designing intervention and monitoring response to intervention for students who are struggling, but not identified for special education services.
• Share best practices with other teachers and collaborate positively and professionally with them to improve instructional and assessment practices.
• Facilitate parent/guardian communications and conferences to discuss student progress.
• Develop behavior plans for students whose behavior interferes with their or others’ learning and monitor progress.
• Keep the learning space organized and safe.
• Lead students in various intergenerational programs and engage in activities that increase social-emotional skills, confidence and empathy.
• Facilitate testing accommodations for all state and local assessment.
• Engage regularly in professional learning opportunities to better instruction.
• Maintain consistent, reliable, dependable attendance and a professional attitude.
• Devote full attention and time to teaching responsibilities and such other duties as may be assigned.

Required Skills + Mindsets

• Passionate about urban education and our mission.
• Possess a growth mindset.
• Intense desire to understand students and design individualized instruction.
• Believe ALL students can learn.
• Commitment to use data to drive instruction.
• Willingness to learn to teach a multi-age/grade classroom using a workshop model.
• Sees value in teaching and learning in an intergenerational environment (multi-age, community members, etc.).
• Dedicated to culturally responsive teaching practices.
• Receptive to feedback and desire to continuously learn and grow professionally.
• Personable and able to build strong relationships with all stakeholders.

Qualifications

• Bachelor or Masters degree in Education or equivalent experience.
• Ohio Intervention Specialist K-12 License or other teaching licensure and willing to work towards an alternative license.
• Experience working in schools or with students.
• Satisfies the BCI and FBI background checks.

The Story of Our Schools

The Intergenerational Schools are a not-for-profit network of two K-8 public charter schools located in the Ohio City and Shaker-Buckeye neighborhoods of Cleveland, Ohio. Our mission is to connect, create, and guide a multigenerational community of lifelong learners and spirited citizens as we strive for academic excellence. For over 25 years, our high performing schools have been innovating and transforming the educational experience for our students. As we continue to grow, we are looking for professionals who are excited about joining our community of Lifelong Learners!

We believe that learning is a lifelong, developmental process (each at their own pace), and that we learn best through relationships. Our students are not placed in classrooms by grade level but instead by learning stage: Primary, Developing, Refining or Applying and stay with their peers and teachers for 2-3 years before they move onto the next learning stage. We strive to ensure that:

• Every student receives an excellent individualized education in a vibrant multiage and intergenerational setting,
• Students become active drivers of their own learning, and will be inspired, interested, and engaged authentically,
• The Social Emotional dimensions of student learning are as important as the academic dimension,
• Students are seen as individual learners (and sometimes teachers), of their own unique developmental path towards mastery,
• Students have opportunities to share and connect with their peers on their learning progress, learn from and ask each other questions, and use classroom resources to independently support their work, and
• Students see themselves as readers, writers, mathematicians, scientists, artists, and activists standing up for what is right.

Teaching at the Intergenerational Schools

Being a teacher in the Intergenerational Schools requires the ability to connect with students, families, and colleagues in a poised, authentic, and enthusiastic way. Teaching in an Intergenerational School also requires a strong sense of urgency, initiative, and drive so that students are appropriately challenged and feel connected to the school community. Every instructional staff member in our model sees the opportunities within intergenerational programming: inviting community members into their classrooms (including families) and taking their students out to the community. In our unique model of learning our teachers:

• See the opportunities of a multiage classroom for their students and understand how to group/partner students strategically around interest, developmental need, etc.,
• See the potential in each student and want to know them personally as learners with unique gifts and potential,
• See things a little differently and embrace innovation,
• Believe education is a tool for social justice, and that every child deserves access to a transformative education,
• Believe everyone in a community, from the youngest to the oldest, has value and an important point of view, and
• Meet every student where they are and provide what they need next to move forward in meaningful ways.

Medical, Dental, Vision