Middle School 5-8 Academic Interventionist-Math (0.5 FTE)

We are currently seeking a dedicated and dynamic individual to fill the role of 0.5 FTE AcademicInterventionist for mathematics at the Hartland Elementary School. This role is crucial insupporting student achievement and enhancing instructional practices across grades 6-8.

Summary:

The position of Academic Interventionist will involve working directly with students to provideintervention in mathematics, and supporting classroom teachers in delivering curriculum. Theinterventionist role focuses on helping students who are struggling to meet expectedachievement levels.

Qualifications:

• Valid Vermont teaching license with an endorsement in Middle Grades Endorsement (5-8
• Bachelors degree in Education or related field; Masters degree preferred
• Experience with or willingness to integrate practices of diversity, equity, and inclusion in theclassroom.

Academic Interventionist Responsibilities:

• Work with students to provide intervention in mathematics
• Collaborate with classroom teachers and the administration to plan and provide targetedintervention and remediation
• Use data about students math skills to develop intervention plans
• Enhance instructional practices at the classroom level through direct support
• Help teachers use data for instructional planning to positively impact student achievement
• Facilitate study groups to analyze student work and lesson plans
• Maintain confidential relationships with teachers to foster trust and effective collaboration.

Desired Skills and Experiences:

• Strong understanding of developmental stages of 6-8 students
• Ability to differentiate instruction to meet diverse student needs
• Excellent communication and interpersonal skills
• Experience with project-based learning and STEM education is a plus
• Proficiency in using technology to enhance teaching and learning.

WSESU is a diverse community of learners where:

• Every learner has the potential to be a leader
• Students have a strong voice in shaping their school experiences
• Learning is personal, connected, and relevant
• High expectations exist in caring, nurturing environments
• Individuals grow into larger communities, while also broadening a sense of self
• Positive relationships define the interactions between school and the community
• Students get better at making decisions by making decisions
• Everyone is able to bring their full selves to the learning experience.

We encourage women, people of the global majority, LGBTQIA+ individuals, people withdisabilities, foreign-born residents, older members of society, and individuals from diverse livedexperiences and backgrounds to apply.