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Math/Literacy Interventionist- Immediate Opening
Job#: 468876
School Year: 2017-2018
Region: Arkansas
Application Deadline:
Start Date:
Job Type: Full-time Academic Year
Location: Ark- Capital City Elementary Academy
Category: Teaching
Salary: Commensurate with Experience
Benefits: Complete Benefits Package
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Job Description

Capital City Lighthouse Charter School is currently seeking a  Math/Literacy Interventionist for Immediate Openingf or the 2017-2018 academic year. Please submit your application for consideration.

 

ESSENTIAL QUALITIES

Lighthouse Academy (LHA) Interventionists are more than small group teachers and classroom managers. They help transform children’s lives by creating opportunities for a brighter future.  We are seeking Interventionists who will make the commitment to teach 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 Academies’ Interventionist is an ideal position for a new teacher.  An Interventionist will have the opportunity to support the school through small group instruction.  They will be mentored and coached by the Director of Teacher Leadership in the area of lesson planning and design, classroom management, data analysis, and family involvement.  Interventionists may also serve as in-house substitute teachers to gain valuable experience in multiple grade levels.  Interventionists will be given the opportunity to apply for full-time teaching positions as they open. 

A Lighthouse Academies’ Interventionist works to create and enhance a culture of achievement and respect where high expectations and results are the norm.  All interventionists’ actions must always be aligned with our mission, vision, core values and education program.  The essential functions for interventionists are as follows:

INSTRUCTION

I.  PLANNING FOR INSTRUCTION

·   Use the state standards to create rigorous, objective-driven, arts-infused lessons aligned with curriculum maps.

·   Identify in each lesson what thinking skills will be explicitly taught and practiced; what physical, social, or content skills students will be able to do and how students will know if they can do it.

·   Differentiate for individual students 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

·   Explicitly introduce learning objectives to activate students’ prior knowledge as it relates to the objectives, and conclude the lesson by revisiting the learning objective and having students apply it in context.

·   Present academic content through a variety of instructional strategies to reach all learners; including the use of arts-infusion:  chants, songs, visual arts and drama. 

·   Provide many and varied opportunities for students to achieve mastery while working to promote achievement by all students without exception. 

ASSESSMENT

·   Observe the development of standards-aligned, measurable, ambitious big goals that will increase student opportunities for achievement; assess and track performance against these goals

·   Assist in measuring 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.

·   Work with teachers and Director of Student Services to use data to reflect on effectiveness of lessons and progress of student achievement in order to improve instruction and personal practice. 

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 expectation 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 & COMMUNITY RELATIONS

·   Communicate respectfully and thoughtfully with parent/guardians remaining sensitive to different families’ cultures, values and needs.

·   Support, as needed, through timely communication with all parents/guardians (through notes homes, newsletters, phone calls, in-person meetings, conferences, report cards) concerning student progress and to provide a clear picture of the curriculum and high expectations. 

·   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, vertical team 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 from Principal and Director of Teacher Leadership to update Individual Professional Plan.

 

·   Fulfill all outlined and related functions professionally, timely and thoroughly.





Skills/Requirements

EDUCATION & EXPERIENCE:
• Bachelor’s degree required
• Experience in an urban public school setting preferred
• State teaching certification/licensure preferred
• Strong desire to work within an innovative, urban educational program

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)

 

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