Tchr Early Intervention - Grades K-5

Gwinnett County Public Schools | Suwanee, GA, United States

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Posted Date 1/20/2023
Description License and Certification Qualifications: Hold professional certification in Early Childhood Education (P-5) issued by the Georgia Professional Standards Commission. Reading Recovery Teachers are also required to complete the Reading Recovery Program to become a registered Reading Recovery Teacher. All Reading Recovery teachers are required to hold the Reading Endorsement issued by the Georgia Professional Standards Commission.

Education Qualifications: Bachelor's degree in related field required. Master's degree in related field preferred.

Experience Qualifications: 1.Previous teaching experience with a record of successfully impacting student achievement required, proven ability in using student-level data to guide instructional decisions, strong pedagogical knowledge and content expertise, demonstrated expertise in oral and written communication, strong interpersonal skills, models continuous improvement, demonstrates life long learning and applies new learning to help all students achieve; demonstrates evidence of professional growth, including leadership and participation in a wide range of significant professional development activities; demonstrated ability to work with diverse students, including those with special needs; demonstrated ability to work effectively as a team member; demonstrated ability to evaluate assessments and measurements of achievement.

Skills Qualifications: Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; ability to understand the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication skills; and effective human relations skills.

Primary Responsibilities: Provide additional instructional resources to help students who are performing below grade level obtain the necessary academic skills to reach grade level performance in the shortest possible time. The EIP program is part of the Response to Intervention framework for providing support to students. The EIP program provides a structure for additional instruction to ensure students meet grade level expectations at the elementary level.

1. Identify and provide support needed by classroom teachers to assist student progress.

2. Administer interventions with fidelity.

3. Collect and provide available data for monitoring and evaluation of intervention and strategies.
a. Collect entry, exit, discontinuing, and end-of-the-year data using approved format, procedures, and materials as required.

4. Assess and interpret specialized and/or standardized test results and other data in or to select interventions aligned to identified learning gaps or skill deficiencies.

5. Provide information relative to specialized strategies and their application in the classroom.

6. Provide direct instruction to students identified as eligible for early intervention services using one of five approved delivery models: Augmented, Self-Contained, Pull-Out, Reduced Class, Reading Recovery Program.
a. Prepare an annual site report and submit the report to the Reading Recovery Leads at the district level.

7. Use identified needs to promote student mastery of prerequisite skills and knowledge.

8. Develop and prioritize short and long-term instructional objectives based on district AKS curriculum.
a. Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS.
b. Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.
c. Analyze student work and assessments to determine instructional needs.
d. Prepare written lesson plans to support instructional objectives of the AKS for all students.
e. Plan appropriate assessment of student learning.

9. Evaluate, select, and modify resources and activities.
a. Review resources including district core materials.
b. Select core materials and other resources that match the AKS.
c. Select resources that match the learner(s) needs.
d. Select resources that reflect scientifically-based research on effective instruction.

10. Provide initial focus for the lesson.
a. Communicate specific learning objectives to students.
b. Link lesson content to students’ prior knowledge, background experience, and/or real-world application of content.
c. Capture student attention through active involvement.

11. Organize content for presentation of the lesson.
a. Present information in a logical sequence.
b. Organize the presentation of content into blocks or steps based on the students’ needs and the complexity of the material.
c. Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.

12. Utilize scientifically researched effective instructional strategies and methods of providing information for students to acquire the learning.
a. Assess students’ learning of the AKS and provide specific feedback to students and parents.
b. Provide collaborative learning opportunities to enhance student achievement.
c. Provide multiple opportunities for distributed guided practice followed by independent practice.
d. Teach essential content-related vocabulary.
e. Utilize a variety of nonverbal/visual representations of content and skills.
f. Teach students to summarize their learning.
g. Teach skills for improving reading and writing proficiency/literacy across content areas.
h. Access and/or build students’ background knowledge and experience.
i. Utilize and teach questioning and cuing/prompting techniques.
j. Utilize technology effectively to plan, teach, and assess.
k. Utilize inquiry-based problem-solving learning strategies with students in all content areas.
l. Teach and require students to set personal goals for improving their academic achievement.
m. Teach students to compare and contrast knowledge, concepts, and content.

13. Provide formative assessment that measures student progress toward AKS objectives.
a. Monitor students’ progress in learning through a variety of techniques.
b. Adjust instructional plans based on formative assessment results.
c. Provide criteria that allow students to measure their own progress toward an objective.

14. Provide summative assessment that measures student achievement of objectives.
a. Assess students' learning of the AKS.
b. Provide assessments that are appropriate for the learner(s).
c. Maintain assessment records for each student.
d. Communicate assessment results to student.
e. Utilize assessment results to plan for subsequent instruction.

15. Organize learning environment to maximize student time on task.
a. Organize and arrange classroom to facilitate learning.
b. Ensure smooth transitions from one activity to another.
c. Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments.

16. Maintain behavior that is conducive to learning.
a. Define and communicate behavior expectations to students.
b. Monitor behavior and provide appropriate feedback to students.
c. Manage inappropriate behavior effectively.
d. Focus on student behavior rather than personality.
e. Treat sensitive situations with discretion.
f. Encourage participation from all students.
g. Establish mutual respect between teacher and students.
h. Convey warmth, friendliness, and enthusiasm.

17. Participate in professional growth and professional learning activities.
a. Apply new knowledge and skills acquired in planning and delivery of student instruction.
b. Demonstrate evidence of progress toward individual goals plan.

18. Maintain professional responsibilities and act as a role model.
a. Utilize standard written expression and acceptable oral expression.
b. Demonstrate punctuality to class, to assigned duties, and to other school activities.
c. Submit records, reports, and forms accurately and promptly.
d. Provide clear plans for substitute teachers.
e. Maintain regular attendance.
f. Demonstrate a willingness to share ideas, methods, and materials.
g. Cooperate with staff and support the development of activities and goals of the school.
h. Encourage positive school and home communications.

19. Perform other duties as assigned.

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, and/or reach. Employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Employment Type
Full time
Education | Teaching
Classroom Teacher

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