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Salary Not Available Interventionist Clayville Elementary School (One Year Only)

Clayville Elementary School

Occupation:

Elementary School Teachers, Except Special Education

Location:

Clayville, RI - 02815

Job Type:

Full Time (30 Hours or More)

Posted:

10/19/2026

Positions available: 1

Source:

SchoolSpring

Web Site:

www.schoolspring.com

Job #: 5964425

Job Requirements and Properties

Help for Job Requirements and Properties. Opens a new window. Work Onsite

Full Time Schedule

Full Time

Job Description

Help for Partial Job Description. Opens a new window. This position is for one year only. Application Procedure The Scituate School Department actively seeks applications from the most capable, professional candidates. Please apply through SchoolSpring.com. In order to be considered, you must submit a complete SchoolSpring application. Incomplete SchoolSpring applications will not be considered. If selected for hire, you will be required to provide the following items in person: 1. W-4 2. Federal BCI (Done through your local police department or State Attorney General's Office) 3. I-9 (Must be filled out in person). Please bring appropriate documentation. About Scituate, Rhode Island Nestled in northwestern Rhode Island, just 12 miles west of Providence, Scituate is a scenic, historic town of about 10,300 residents. It is known for its rolling woodlands, pristine lakes and reservoirs, classic New England charm, and the Scituate Reservoir, Rhode Island's largest source of drinking water. The community maintains a close-knit, family-oriented atmosphere that balances rural tranquility with easy access to nearby cultural and economic opportunities and takes pride in its heritage, natural beauty, and high-quality schools. More About the Scituate School Department The Scituate School Department is a public school district serving approximately 1,200 students across five schools: three elementary schools (Clayville, Hope, and North Scituate Elementary Schools, PreK-5), Scituate Middle School (grades 6-8), and Scituate High School (grades 9-12). Our dedicated educators, support staff, and administrators work as a professional learning community, sharing responsibility to ensure that every student is engaged, challenged, and supported in reaching their full potential. With about 150 certified and non-certified staff members, Scituate's schools provide a personalized educational experience that emphasizes academic excellence, innovation, and strong community connections. We are committed to college and career readiness, social-emotional well-being, inclusive learning environments, and close partnerships with families and the wider community. For additional information, please visit www.scituateschoolsri.net. We invite you to explore our schools, meet our learning community, and discover why Scituate is such a special place to work and learn.

SUMMARY OF RESPONSIBILITIES

The Scituate School Department seeks a collaborative, reflective, student-centered Elementary Interventionist committed to improving student achievement in literacy and mathematics through evidence-based instruction, targeted interventions, instructional leadership, and data-informed decision-making. The Elementary Interventionist serves as a building-based instructional teacher leader and plays a critical role in strengthening literacy and mathematics instruction, implementing the school's Multi-Tiered System of Supports (MTSS), and supporting continuous school improvement. Working collaboratively with the building principal, MTSS Coordinator, classroom teachers, special educators, and instructional support staff, the Interventionist helps lead schoolwide efforts related to assessment, intervention, progress monitoring, and collaborative instructional improvement. The successful candidate will provide direct Tier 2 and, as appropriate, Tier 3 interventions in both reading and mathematics, monitor student progress, and support the development of effective, sustainable intervention systems. The Interventionist will also serve as a key instructional resource for Professional Learning Communities (PLCs), helping teams analyze student learning, identify instructional priorities, examine student work, and develop coordinated instructional responses to student needs. As a building-based teacher leader, the Interventionist will partner with the principal and MTSS Coordinator to help lead the school's MTSS team, facilitate collaborative problem-solving, support instructional priorities, and promote collective responsibility for student achievement. This non-supervisory instructional leadership position combines direct student intervention with schoolwide instructional support, collaboration, and continuous improvement. An interview is required. Instruction and Targeted Intervention Provide explicit, systematic, evidence-based small-group and individualized interventions in both reading and mathematics based on identified student needs. Design and deliver intensive Tier 3, and, as appropriate, Tier 2 interventions aligned with student assessment data, grade-level expectations, and district curriculum. Use diagnostic assessments and student performance evidence to identify specific skill gaps and determine appropriate instructional strategies. Implement evidence-based literacy interventions addressing foundational reading skills, fluency, vocabulary, and comprehension, as appropriate. Implement evidence-based mathematics interventions addressing number sense, computation, mathematical reasoning, problem-solving, and conceptual understanding. Differentiate interventions based on student needs, learning progress, and response to instruction. Maintain consistent intervention schedules and provide focused instructional support to identified students. Coordinate interventions with classroom instruction to reinforce essential skills and support access to grade-level learning. Ensure that supplemental interventions are scheduled during designated intervention opportunities, including WINN block, without replacing essential Tier 1 core instruction. Building-Based Instructional Leadership Team Serve as a member of the building and SSD team that collaborates with the principal and colleagues to advance school and district priorities in literacy, mathematics, assessment, MTSS, and continuous improvement. Partner with the principal and MTSS Coordinator to help lead and coordinate the school's MTSS team and support consistent implementation of schoolwide intervention practices. Serve as a key member of the school's instructional leadership team, contributing expertise in assessment, instruction, and intervention. Support the principal in identifying instructional needs, establishing priorities, and coordinating efforts to improve student learning. Collaborate with grade-level teams and PLCs to strengthen data-informed instructional decision-making and collective responsibility for student achievement. Facilitate collaborative conversations focused on student learning, instructional challenges, evidence-based practices, and intervention effectiveness. Serve as an instructional resource for classroom teachers and special educators, sharing effective literacy and mathematics strategies, assessment practices, and intervention resources. Identify patterns and trends in student learning across grade levels and communicate findings and recommendations to building administration and instructional teams. Help identify professional learning needs and collaborate with school and district leaders to support targeted professional learning. Promote a culture of collaborative inquiry, shared leadership, reflective practice, and continuous improvement. Multi-Tiered System of Supports (MTSS) Collaborate with the MTSS Coordinator and building principal to help lead the school's MTSS team, including planning meetings, reviewing student data, coordinating interventions, and monitoring student outcomes. Support the implementation and continuous improvement of a comprehensive schoolwide MTSS framework for literacy and mathematics. Collaborate with teachers, special educators, and administrators to identify students requiring targeted or intensive academic intervention. Use universal screening, diagnostic assessments, classroom performance, and progress-monitoring data to guide intervention decisions. Assist in developing, implementing, and monitoring Personal Literacy Plans (PLPs), Personal Mathematics Plans (PMPs), and other appropriate student support plans. Establish measurable student