Intervention Specialist Jobs

ZANESVILLE CITY SCHOOLS DISTRICT
JOB DESCRIPTION
TRAINING QUALIFICATIONS

• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
• Knowledge of state and local curriculum standards
• Certified by the Ohio Department of Education.
• HQT preferred.
• Bachelor’s Degree in teaching field.
• Knowledge of state professional development standards

Under the direction of the principal, the intervention specialist is responsible for all aspects of Special Education services and compliance and may provide additional intervention to students not identified for Special Education services as needed. The Intervention Specialist must be knowledgeable and proactively stay up to date on all laws pertaining to special education. It is the responsibility of the Intervention Specialist to insure that all students identified with a disability are given the same learning opportunities as non-disabled students. The Intervention Specialist will work closely with the classroom teacher in making sure that student needs are met, IEP goals are taught and IEP provisions are followed.
REQUIRED SKILLS AND ABILITIES

• Mathematics Skills: Must have the ability to work with basic mathematical and computational concepts.
• Communication Skills: Must be able to read, analyze, and interpret information relevant to the position, including being able to speak effectively to small and large groups of people, and to communicate clearly and concisely both orally and in writing.
• Technology Skills: Able to effectively use, as it applies to your specific job function, typical office applications and computer programs such as word processing, spreadsheets, and presentations; must be able to use email.
• Leadership Ability: Must be able to articulate a vision and mission for the district and provide the appropriate direction, guidance, and management skills to achieve them.
• Reasoning Ability: Must be able to define problems, collect data, establish facts, and draw valid conclusions.

PERSONAL QUALIFICATIONS

• Is conscientious and assumes responsibility for one’s own work performance.
• Demonstrates loyalty to the administrative team.
• Participates in appropriate professional organizations and their activities.
• Is able to accept constructive criticism/feedback.
• Possesses high moral character and a good attendance record.
• Anticipates problems and unforeseen events and deals with them in an appropriate manner.
• Demonstrates professional tact and diplomacy with administrators, staff, teachers, students, parents and the diverse community.
• Possesses the ability to be flexible and adaptable to changing situations.
• Demonstrates an ability to make proper decisions when required.
• Maintains a calm attitude and sense of control at all times.
• Demonstrates enthusiasm and a sincere desire to aide and ensure the safety of all.
• Promotes good social relationships as well as promoting good public relations by personal appearance, attitude and conversation.
• Maintains a high level of ethical behavior and confidentiality of information.

JOB GOAL
The job of the Intervention Specialist is to design and implement Individualized Education Programs within the context of a school environment, which will ensure the success of the student in the social, educational, and community levels.
WORK ENVIRONMENT/CHARACTERISTICS AND CONDITIONS
The work environment characteristics described here are not listed in order of importance, and are representative of those an employee encounters while completing the duties and responsibilities of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the duties and responsibilities. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.

• Occasional work that may extend beyond the normal workday.
• Occasional exposure to blood, bodily fluids and tissue.
• Consistent requirements to sit, stand, walk, hear, see, read, speak, reach, stretch with hands and arms, crouch, kneel, climb and stoop.
• Occasional interaction among unruly children/adults.
• Many situations that require hand motions, e.g., computer keyboard typing, writing.
• Occasional operation of a vehicle under inclement weather conditions.
• Consistent requirements to lift, carry, push and pull various supplies and/or equipment up to a maximum of 50 pounds.

DUTIES AND RESPONSIBILITIES

• Prepares and punctually turns in weekly lesson plans.
• Respect the diversity of the students they teach.
• Maintains accurate and complete records of students’ progress and development as well as those records required by laws, district policies and school regulations.
• Keeps building principal/coordinator/superintendent informed of situations that have the potential of needing or requiring his/her involvement.
• Plans and delivers effective instruction that advances the learning of each individual student.
• Ensures proper care of the facility, furnishings and equipment.
• Creates learning environments that promote high levels of learning and achievement for all students.
• Ensures proper safety of the students, equipment and materials.
• Uses resources effectively, including technology, to enhance student learning.
• Assumes responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.
• Upholds and follows professional ethics, policies and legal codes of professional conduct.
• Attends faculty meetings as required or requested within the normal school day.
• Creates an environment what is physically and emotionally safe.
• Creates learning situations in which students work independently collaboratively and/or as a whole class.
• Servers on building or district committees as needed or requested, within reason.
• Monitors students in a variety of educational environments (classroom, school grounds, hallways, restrooms, etc.) for the purpose of providing a safe and positive learning environment.
• Attends and/or is willing to participate in school-related after school activities, within reason.
• Involves learners in self-assessment and goal setting to address gaps between performance and potential.
• Coordinates efforts and materials with other teachers who instruct similar courses, grade level, or in the same department.
• Collaborates effective with the local community and community agencies when and where appropriate, to promote a positive environment for student learning.
• Uses the Ohio academic content standards to plan, teach and assess.
• Instructs and monitors students in the use of learning materials and equipment.
• Collaborates and communicates with students, parents, other educators, administrators and the community to support student learning.
• Creates and selects activities that are designed to help students develop as independent learners and complex problem-solvers.
• Motivates students to work productively and assume responsibility for their own learning.
• Are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievements.
• Contributes information for the reevaluation of students, make placement recommendations and attend placement team meetings.
• Prepared and maintains bulletin boards, that:
  • Display general, daily and safety information
  • Enhance and are pertinent to classroom work of the content area
• Consults with classroom teachers to identify and implement teaching strategies and accommodations that support students’ successful placement within the least restrictive environment.
• Carries out in a supportive manner Board of Education policies and procedures and administrative rules and regulations and requirements as defined by ODE.
• Uses content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.
• Recognizes characteristics of gifted students, students with disabilities and at risk students in order to assist inappropriate identification, instruction and intervention.
• Uses their knowledge of what students know and are able to do and use this knowledge to meet the needs of all students.
• Completes all other duties as assigned by the building principal.
• Enforces school rules and regulations effectively and in a supportive manner.
• Takes responsibility for engaging in continuous, purposeful professional development.
• Collaborates effectively with other teachers, administrators and school district staff.
• Collaborates and communicates student progress with students, parents and colleagues.
• Differentiates instruction to support the learning needs of all students including students identified as gifted, students with disabilities and at-risk students.
• Provides additional help for students outside the class, but within the normal teacher school day.
• Treats all students fairly and establish an environment that is respectful, supportive and caring.
• Consults with parents, regular education teachers and other support staff in writing IEPs for new students and in conducting periodic and/or annual reviews of each student’s progress.
• Displays knowledge of how students learn and of developmental characteristics of age group.
• Supervises student teachers or field experience students as needed or requested.
• Carries out non-classroom duties such as supervision of lunchroom, playground, hall duty, bus duty, homeroom, study hall, etc.
• Communicate clearly and effectively.
• Is punctual to all assignments; school day, classes as assigned, duties.
• Aligns their instructional goals and activities with school and district priorities and Ohio’s academic content standards.
• Follows state and federal guidelines relating to students with exceptionalities.
• Communicates clear learning goals and explicitly links learning activities to those defined goals.
• Uses their knowledge types, their purposes and the data they generate.
• Connects content to relevant life experiences and career opportunities.
• Selects, develops and uses a variety of diagnostic, formative summative assessments.
• Works with and supervises volunteer aides or paraprofessional assigned to your class.
• Will perform appropriate record keeping activities such as lesson plans, progress monitoring, meeting IEP and ETR deadlines, and other requested documentation.
• Returns graded materials to students punctually and updates electronic grading systems regularly.
• Applies knowledge of how students think and learn to instructional design and delivery.
• Carries out the education programs for students with exceptionalities.
• Shares responsibility with parents and caregivers to support student learning, emotional and physical development and mental health.
• Participates in grade level, department, school, and parent meetings.
• Enhance and are pertinent to classroom work of the content area
• Provides special education services within the regular education classroom, when appropriate.
• Understands the relationship of knowledge with the discipline to other content areas.
• Uses information about students’ learning and performance to plan and deliver instruction that will close the achievement gap.
• Uses varied assessments to inform instruction, evaluate and ensure student learning.
• Maintains an environment that is conductive to learning for all students.
• Models respect for students diverse cultures, language skills and experience.
• Expects that all students will achieve to their full potential.
• Display general, daily and safety information
• Analyzes data to monitor student progress and learning and to plan differentiate and modifying instruction.
• Assists in the development and/or revision of curriculum, within reason.
• Uses their knowledge of content-area concepts, assumptions and skills to plan instruction.