Under the direction of the principal, the Intervention Teacher/TOSA (Teacher on Special Assignment) provides information and expertise to an assigned group of students in a specialized area in the K-12 school setting. Assist the administration in managing and administering school intervention programs.
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QUALIFICATIONS Experience: Teaching and/or leadership experience in a school setting demonstrating use and implementation of successful instructional and student behavior management strategies. Education: Bachelors’ degree and a valid California teaching credential or currently enrolled in a teaching program. Skills: Demonstrated ability to work effectively with people. Job Responsibilities: • Assist in identifying students failing to meet proficiency in core curricular classes • Utilizes assessment results to guide instruction. • Assign and maintain intervention rosters and schedules. • Work with instructional staff to monitor student performance. • Support and initiate positive behavioral intervention systems to improve student behavior. • Breakdown and present data in a cycle of inquiry to improve instructional strategies. • Analyze relevant information, make decisions, delegate responsibility, and provide appropriate support and follow-up. • Maintain accurate records of student, parent and staff contacts. • Meet with assigned departments or designated organizational units. • Conduct and facilitate necessary stakeholder meetings. • Assist with planning, organize, and or assist with common formative assessment testing programs. • Other related duties as assigned. KNOWLEDGE OF • State, district and site student assessment and testing. • Academic strategies, curriculum, and instruction. • Career Tech Ed (CTE) and college requirements. • Creating and implementing RTI instruction for intervention. • State, district and school curriculum. • Student information systems. ABILITY TO • Build positive relationships with students, staff, parents and community members. • Maintain records as required. • Provide fair, equitable treatment of all students, parents, and staff. • Plan, organize and manage time and resources. • Learn and apply current technology to assigned duties. • Perform assignments independently. • Communicate effectively orally and in writing. • Meets schedules and timelines. PHYSICAL REQUIREMENTS • Mental acuity to manage educational programs, interpret and implement rules relating to these programs, make policy decisions, evaluate results, and make determinations relative to the effective performance of the tasks. • Ability to sit at a desk, conference table or in meeting rooms of various configurations for extended periods of time. • Ability to see and read, with or without vision aids, laws and codes, rules and policies and other printed matter. • Ability to hear and understand speech at normal room levels and to hear and understand speech on the telephone. • Manual dexterity to dial a telephone and enter data into a computer. • Ability to speak in audible tones so that others may understand clearly in normal conversations, in training sessions and other meetings. • Physical agility to lift up to 25 pounds to shoulder height, and up to 50 pounds to waist height; and to bend, to stoop, to walk on uneven terrain, and to reach overhead. • Ability to drive a car. • Ability to move quickly to and from classrooms and around playground areas. NOTE: This list of essential functions and physical requirements is not exhaustive and may be supplemented as necessary in accordance with the requirements of the job.