Elementary Literacy Interventionist (One-Year-Only)

Please note that this posting closes at 3:00 pm on the date listed above.

If you have questions regarding this position, please contact Christine Drummond, Associate Director of Elementary Core Learning at (385) 646-4192 or email [email protected] 

To perform this job successfully, an individual must be able to perform each essential function satisfactorily, with or without reasonable accommodations. The requirements listed below are representative of the knowledge, skills, training, education, responsibilities, abilities; the machines, tools and equipment used; background; and any licenses or certifications required. Physical, punctual, reliable, and predictable regular attendance is an essential job function to perform the essential duties and responsibilities of the position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Job Summary

Under the direction of the school principal, the Literacy Interventionist is responsible for increasing student achievement by providing intensive Tier 2 and Tier 3 literacy instruction for students. The interventionist utilizes data-driven, research-based methods aligned with the Science of Reading to remediate reading deficiencies and develop critical thinking skills in accordance with the district's strategic plan and state law.

Essential Functions

• Instructional Delivery:
  • Provide high-quality literacy instruction to individual students and small groups (4�6 students) for 30 minutes daily, at least four days a week.
  • Target instruction for K�3 students as a priority, with potential support for grades 4�5 as determined by school leadership.
  • Utilize state-approved intervention programs and pedagogical practices that align with the Science of Reading.
• Assessment and Data Management:
  • Administer and analyze benchmarks and diagnostic assessments to identify targeted areas of need.
  • Support the development and implementation of Individualized Reading Plans (IRP) for students scoring below benchmark, identifying specific reading deficiencies and evidence-based interventions.
  • Coordinate with the school literacy team to establish and monitor the progress of student IRPs.
  • Serve on the school's testing team for up to five days during each benchmark assessment window.
• Collaboration and Communication:
  • Regularly communicate student progress and intervention strategies to teachers and parents through meetings, progress reports, and the parent-communication portal.
  • Collaborate with the School Literacy Coach and classroom teachers to establish a progress monitoring schedule and analyze student data.
  • Participate in monthly PLCs for each supported grade level and attend Student Support Team (SST) meetings for assigned students.
• Professionalism:
  • Maintain professional competence through participation in monthly district professional learning sessions and coaching cycles with District Literacy Specialists.
  • Model professional and ethical standards when dealing with students, parents, and colleagues.

Non-Essential Functions

• Other duties as assigned.

Required Knowledge and Skills

• Instructional Expertise: Deep knowledge of the Science of Reading and evidence-based literacy practices (e.g., phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing).
• Data Literacy: Strong competency in data literacy and the ability to interpret complex assessment results.
• Communication: Strong oral and written communication skills for collaborating with teachers and administrators.
• Technology: Proficiency in utilizing computers and technological classroom support equipment.
• Professional Qualities:
  • Effective organizational skills.
  • Ability to work independently with little direct supervision, accept responsibility, and be self-motivated.

Required Education, Training, and Qualifications

• Requires one of the following:
  • A current Professional Educator License issued by the Utah State Board of Education (USBE) in a relevant license area: Elementary, Early Childhood Education, or Special Education K-12.
  • A current equivalent professional educator license from another state or country; individuals hired under this provision must obtain a Utah Professional Educator License by the end of their first school year of employment with the District.
• Completion of LETRS training or equivalent.

Required Prior Experience

• Requires a minimum of three (3) years of successful experience as an elementary-level teacher;
• Five (5) or more years of such experience is preferred.

Assigned Decision Making

• Instructional Adjustment: Authority to adjust daily intervention group focus based on real-time student progress data.

Non-Supervisory Interaction

• Regular collaboration with the School Literacy Coach, classroom teachers, and District Literacy Specialists to align intervention strategies with core classroom instruction.

Supervisory Responsibility

• Not Applicable.

Budget Responsibility

• Not Applicable.

Working Environment

• Work takes place in a typical school setting.
• Tasks may involve extended periods of time at a keyboard or workstation.

Physical Requirements

• Communication: Regularly required to speak and/or hear.
• Mobility: Frequently required to stand, walk, reach with hands and arms, stoop, kneel, and crouch.
• Coordination: Requires the ability to reach with hands and arms, use hands to finger, and handle or feel objects.
• Vision: Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, and depth perception.
• Lifting: Must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds.