Teacher - Student Support Interventionist - 2026-27

Teacher

• Student Support Interventionist
• 2026-27 Rockingham County Schools South End Elementary
• Reidsville, North Carolina This job is also posted in North Carolina School Jobs, and Rockingham County Schools Job Details

Job ID:

5678744

Application Deadline:

Posted until filled

Posted:

Yesterday

Starting Date:

Aug 11, 2026 Job Description #386231 ROCKINGHAM

COUNTY SCHOOLS

Job Description

Position Title:

Student Support Interventionist

Department:

School

Reports To:

Principal

Work Schedule:

10-Month Employee

FLSA Status:

Exempt

Salary Grade:

Teacher Salary Schedule This position is to assist in the transition of merging campuses. This position will end at the end of the 2027-2028 school year. Position Summary The Student supports the academic, behavioral and social-emotional success of students, with a primary focus on 3rd-5th grades. This position provides mentoring, behavior interventions and leadership in discipline, PBIS and MTSS processes. The advocate works closely with administration, the guidance counselor, teachers and families to provide targeted student support while maintaining a positive, safe and structured school climate. Qualifications Active Professional Educators license in North Carolina Preference to those licensed in school administration (Principal K-12) or in an accrediated school administration program seeking licensure Key Responsibilities Behavior & Discipline Support Support student behavior and discipline in collaboration with administration Assist with investigating and responding to student incidents Provide immediate intervention and de-escalation support when needed Help implement appropriate consequences, restorative practices and follow-up actions Support supervision during arrival, dismissal, lunch, recess and transitions Student Mentoring & Direct Support (3rd-5th Focus) Provide targeted mentoring support for students in grades 3-5, especially those identified through MTSS or discipline data Conduct regular check-ins and build positive relationships with students needing additional support Implement and monitor Check-In/Check-Out (CICO) systems for behavior accountability and progress monitoring Serve as a consistent, trusted adult for students requiring additional guidance and support Support student goal setting, reflection and behavior improvement plans MTSS & Intervention Support Assist with the development and implementation of behavior intervention plans (BIPs) Support Tier 2 and Tier 3 behavior interventions within the MTSS framework Collaborate with teachers and staff to monitor student progress and adjust supports Participate in MTSS meetings and contribute to data-based problem solving Identify students needing additional interventions based on behavior and attendance data PBIS Leadership & School Climate Serve as Co-Chair of PBIS and support implementation of PBIS systems and expectations Assist with planning PBIS incentives, celebrations, and school-wide initiatives Reinforce consistent behavior expectations across all grade levels and settings Support school-wide systems that promote a positive and inclusive culture Help lead student recognition and motivation programs Data Collection, Monitoring & Reporting Maintain accurate documentation of behavior incidents, interventions and student supports Track and monitor discipline data, including ODRs, minor incidents, CICO progress, and intervention outcomes Analyze and share trends from behavior incidents and student data with administration, PBIS, MTSS and staff teams Use data to identify repeat behaviors, high-need students and areas for Tier 1 improvement Provide regular data updates to support decision-making and school improvement goals Ensure confidentiality and compliance with district and state reporting expectations Collaboration with Counselors & Student Services Work closely with the guidance counselor to align behavioral, social-emotional and mental health supports Collaborate on student plans, small groups and targeted interventions Assist with referrals for additional services when needed Support crisis response and follow-up for students requiring additional care Family & Staff Communication Communicate with parents/guardians regarding behavior concerns, supports and progress Collaborate with teachers, counselors and administration to align student interventions Provide guidance and support to staff on behavior strategies, CICO and classroom management practices Help ensure consistent communication and expectations across all stakeholders Social-Emotional Learning (SEL) & Student Development Support SEL initiatives and character education programs Conduct SEL lessons Reinforce skills such as self-regulation, responsibility and conflict resolution Facilitate or support small groups focused on behavior and social-emotional growth Promote a safe, supportive and student-centered environment Goal of the Position To support students particularly in grades 3rd-5th, academically, behaviorally and socially through mentoring, structured interventions, PBIS leadership and data-driven decision-making. This role ensures that students receive consistent support, develop positive behaviors and are equipped for success while contributing to a safe, structured and positive school environment.

MINIMUM TRAINING AND EXPERIENCE

Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction. Must not be on the NCDPI list of teachers no longer qualified to teach and/or must not be currently engaged in a certification revocation hearing process

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements:

Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

Data Conception:

Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people, or things.

Interpersonal Communication:

Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments, and/or directions from superiors.

Language Ability:

Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using a prescribed format.

Intelligence:

Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and deal with several abstract and concrete variables.

Verbal Aptitude:

Requires the ability to record and deliver information, explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical, legal, and counseling terminology.

Numerical Aptitude:

Requires the ability to utilize mathematical formulas; add and subtract; multiply and divide; utilize decimals and percentages; and apply the principles of descriptive statistics, statistical inference, and statistical theory.

Form/Spatial Aptitude:

Requires the ability to inspect items for proper length, width, and shape.

Motor Coordination:

Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity:

Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination:

Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament:

Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication:

Requires the ability to talk and hear: (

Talking:

expressing or exchanging ideas by means of spoken words.

Hearing:

perceiving the nature of sounds by ear). Must be able to communicate via the telephone.

KNOWLEDGE, SKILLS, AND ABILITIES

Ability to constantly monitor the safety and well-being of students, particularly when a student is participating in an inclusive activity. Ability to motivate students. Ability to maintain a clean and orderly environment. Ability to perform general clerical duties. Ability to maintain order and discipline in a classroom. Ability to operate common office machines. Ability to maintain basic files and records. Ability to understand and follow oral and written instructions. Ability to establish and maintain effective working relationships as necessitated by work assignments.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job.

Position Type:

Full-Time Job Requirements Bachelor degree preferred. Citizenship, residency or work visa required