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Lower Interventionist (PS-2nd Grade) for 2013-2014
Job#: 179098
School Year: 2013-2014
Region: Eastern Region - DC
Application Deadline: 3/30/2013
Start Date: 7/20/2013
Job Type: Full Time
Location: Washington, DC - Potomac LCS
Category: Teaching
Salary: Commensurate with Experience
Benefits: Per Board of Trustees policy
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Job Description

Potomac Lighthouse Public Charter School is now accepting applications for the upcoming school year for a Lower Academy Interventionist. Ideal candidates will have demonstrated success as a teacher in the Preschool-2nd grade range and will be able to work with students as well as support teachers in their instruction.  

Lighthouse Academy (LHA) specialists are more than instructional staff members and program coordinators. They help transform children’s lives by creating opportunities for a brighter future. We are seeking specialists who will make the commitment to work with determination, integrity and purpose, embodying these essential qualities: 

  • Past experiences and actions reflect a commitment to the LHA mission, vision, core values
  • A passion and ability to build and sustain the LHA K-12 model in a high need, urban environment
  • Work in schools that demonstrates a sense of urgency and the relentless pursuit of high academic student achievement
  • Reflective, self-aware and adaptable to communication and work styles of others
  • Critical thinker and problem solver who takes initiative
  • Belief in the power of collaboration and works to build a collaborative culture with LHA network, community, staff, families and students 

ESSENTIAL FUNCTIONS
A Lighthouse Academy specialist works to create and enhance a culture of achievement and respect where high expectations and results are the norm.  All specialists are responsible for program coordination and the implementation of interventions that results in measurable student academic and gains each year.  All specialists’ actions must always be aligned with our mission, vision, core values and education program.   The essential functions for our academic intervention specialist are as follows:

RESPONSE TO INTERVENTION MANAGEMENT

  • Oversee the Response To Intervention (RTI) process and intervention services including screening, instructional interventions and progress monitoring
  • Work with classroom teachers and other instructional staff members to understand and implement RTI
  • Manage and organize standardized and benchmark assessment data for data analysis
  • Analyze standardized and benchmark assessment data to make informed decisions about student progress and program implementation
  • Collaborate with Directors of Instruction, Special Education Coordinators and classroom teachers to effectively implement RTI across the school
     

INSTRUCTION 

I. PLANNING for INSTRUCTION

  • Use student achievement data to plan for differentiated instruction for small groups and individuals based on their unique learning needs so all students are appropriately engaged and challenged. 
  • Ensure students are engaged through activities and technology that accommodate various learning styles, personality styles, and the need for physical movement. 

II. DELIVERY of INSTRUCTION 

  • Present academic content through a variety of instructional strategies to reach all learners.
  • Provide many and varied opportunities for students to achieve mastery while working to promote achievement by all students without exception. 

ASSESSMENT 

  • Measure student achievement of, and progress toward, the learning objectives and big goals with formative and summative assessment tools.
  • Provide ongoing and timely feedback to students on their progress towards meeting big goals by frequently checking for understanding and listening.
  • Use data to reflect on effectiveness of lessons and student achievement progress in order to improve instruction and personal practice.
  • Use data to update each student’s Individual Learning Plan.

LEARNING ENVIRONMENT

  • Create a focused environment of fairness and respect that encourages students to take risks and strive to reach goals.
  • Communicate and enforce high expectations and standards for behavior and academic performance, aligned with the LHA School Culture Guide and Responsive Classroom, to create a strong culture of achievement and respect.
  • Establish, model, practice, and reinforce age-appropriate rules and logical consequences; create and consistently use individual behavioral management plans, as needed.
  • Implement classroom procedures, systems, and routines that provide structure for students and maximize instructional time.

FAMILY and COMMUNITY RELATIONS

  • Communicate respectfully and thoughtfully with parent/guardians remaining sensitive to different families’ cultures, values and needs.
  • Work collaboratively with parents/guardians, families, and other members of the community to involve them in academic activities and to support the success of a diverse student population and to bring in volunteers and additional resources. 

PROFESSIONALISM

  • Collaborate with colleagues (grade level and school-wide meetings, professional development days, the professional development institute) to continuously improve personal practice, classroom instruction, assessment, and student achievement, as well as the overall goals and mission of the school and the network.
  • Access meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercises judgment in accepting findings as valid for application in classroom practice and teacher improvement.
  • Reflect critically upon teaching experience; identify areas for further professional development as part of a professional development plan that is linked to grade level, school, and network goals; access meaningful learning experiences; and listen thoughtfully to other viewpoints and respond constructively to suggestions and criticisms.
  • Use feedback to update Individual Professional Development Plan.
  • Fulfill all outlined and related functions professionally, timely and thoroughly.
Skills/Requirements

EDUCATION & EXPERIENCE:
• Bachelor’s degree required, Masters Degree preferred
• Three to five years prior teaching experience in an urban public school or charter school setting preferred
• State approved teaching certificate; Highly Qualified status under No Child Left Behind
• Proven track record of raising student achievement scores in an urban environment
• Strong desire to work within an innovative, urban educational program
• Experience with Response To Intervention

CORE COMPETENCIES:
• Mission Focused
• Driven towards Excellence
• Results Oriented
• Culturally Proficient
• Collaborative Colleague
• Constant Learner

KNOWLEDGE & SKILLS:
• Knowledge of or experience with Common Core State Standards or Understanding by Design preferred
• Ability to use data to inform instruction and decision-making related to student achievement
• Ability to turn best practices into high quality, goal-driven  results
• Highly effective writing, oral and interpersonal skills to communicate with a varied audience
• Data managements tools, organizational tools, computer skills (Word, Excel, Access, PowerPoint and Outlook)
• Knowledge of applicable federal and state regulations and statutes. 
 

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