Intervention/Credit Recovery Teacher
SUMMARY OF PURPOSE
The Secondary Intervention/ Credit Recovery Teacher is directly responsible to the Building Principal, Director of Student Services and Director of Curriculum, Instruction, and Assessment. The Secondary Intervention/Credit Recovery Teacher is responsible for creating a classroom environment favorable to learning and personal growth of students enrolled in an intervention setting, establishing effective rapport with students, motivating students to develop skills, attitudes and knowledge needed to provide a good foundation for becoming a responsible citizen and graduate within the brick and mortar, online, or hybrid school environment. This position will create a classroom environment favorable to learning and personal growth of students enrolled in an intervention classroom; establishing effective rapport with parents, regular education teachers, special education teachers, counselors, and parents; assisting students in the development of skills, attitudes and knowledge needed to provide a good foundation for becoming a responsible citizen graduate within the brick and mortar, online, or hybrid school environment in accordance with each student’s ability.
ESSENTIAL FUNCTIONS
- Works collaboratively with District Administrators, Online Educational Providers, parents, school counselors, related service providers, regular education teachers, special education teachers, parents, community agencies, online providers, and online learning coordinator.
- Works collaboratively with regular education teachers, instructs students in the grade level core standards, meeting and mastering learning objectives.
- Instructs students in organization, and teaches the student to strengthen deficit skill areas in ways that allow him/her to be included in the general education setting, such as communication skills, self-management skills, and good study habits.
- Establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom by providing positive reinforcement of acceptable behaviors and modifying study habits.
- Supervises and monitors student in their academic schedule, through brick and mortar, online, or hybrid model. For those students with special needs, in collaboration with the teacher of record, develops lesson plans and supplemental materials compatible with the regular education curriculum.
- Works in conjunction with the core subject area for which the person is supporting.
- Liaison to online learning instructors.
- Develops and implements intervention plans for all students, and prepares quarterly reports/meetings to be shared with counselors, regular education teachers, special education teachers (if applicable), parents, principals.
- Instructs core subject classes within certification, as assigned by Building Principals.
- Provides in-school suspension space as needed.
- Manage student behavior by establishing and enforcing rules and procedures.
- Maintain discipline in accordance with the rules and disciplinary systems of the school.
- Apply appropriate disciplinary measures where needed.
- Provide all students with adult supervision.
- Communicate necessary information regularly to students, colleagues and parents regarding student progress and needs.
- Keeps accurate records of student attendance.
- Performs other duties assigned by the building principals.
SCOPE AND IMPACT
This position accomplishes most of its tasks through standard procedures. Internal contacts include the principal, teachers, other school staff members, students, and other school district employees. External contacts include parents and community members.
MINIMUM REQUIREMENTS
1. Bachelor’s Degree in Education.
2. Pennsylvania Certification in Secondary Education (two core subject areas preferred).
3. Experience in the field of Intervention Strategies and Technology.
4. Trained in CPI-Non-violent crisis intervention preferred.
5. Basic computer skills including word processing, e-mail, accessing and creating files, and utilizing the internet.
6. Must secure all background checks as required by PA Department of Education.
7. Maintain confidentiality.
8. Possession of a valid Pennsylvania driver’s license.
Physical Demands:
Constant bending, twisting, lifting, pushing, and pulling.
Constantly alternating between sitting and standing.
Normally does not work at heights above ten feet.
Normally does not lift any object weighing more than fifty pounds
Sensory Abilities:
Visual acuity
Auditory acuity
Work Environment:
Typical administrative office and school environment.
Subject to inside and outside environmental conditions.
Occasional travel to off-site environments.
Temperament:
Must possess excellent interpersonal skills.
Must be able to work in an environment with frequent interruptions.
Able to make judgments and work under high levels of stress.
Cognitive Ability:
To follow directions and give direction to others.
To complete assigned tasks without supervision.
To communicate, comprehend and perform complex computations.
To use correct grammar, sentence structure and spelling.
To compose clear, concise sentences and paragraphs.
To organize office setting to efficiently accomplish tasks.
To multitask.
To work independently and make work-related decisions.
To exercise good judgment in prioritizing tasks.
To communicate effectively at all organizational levels.
Specific Skills:
Ability to operate office equipment.
Ability to use computer technology efficiently including word processing, presentation/webpage software, PowerPoint and Excel software applications.
Ability to appropriately handle confidential information in accordance with District policies.
Ability to use technology for group meetings, presentations (i.e. overhead, document camera, projector and video equipment).
SUPERVISION RECEIVED AND EXERCISED:
The Secondary Intervention/Credit Recovery Teacher shall be a professional employee. This individual is responsible directly to the Building Principal, Director of Student Services, and Director of Curriculum, Instruction, and Assessment. Performance will be evaluated annually by the Building Principal, Director of Student Services, and the Director of Curriculum, Instruction, and Assessment, in accordance with the provisions of the Upper Adams Education Association Collective Bargaining Agreement.
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The above description covers the most significant essential and marginal functions but does not exclude other occasional responsibilities and accountabilities the inclusion of which would be in conformity with the major purpose of this job. The employee must be able to perform the essential functions of the position satisfactorily, and, if requested, reasonable accommodations will be made to enable employees with disabilities to perform the essential functions of their job, absent undue hardship. The Employer retains the right to change or assign other duties to this position.
The Upper Adams School District is an Equal Opportunity Employer, Educational Service organization.