Teacher Interventionist/Instructional Coach

Job Summary

The Dual-Role Educator serves as a part-time Teacher Interventionist and part-time Instructional Coach. This position drives student engagement and academic achievement through targeted student interventions, while simultaneously elevating instructional practices by providing confidential, data-driven coaching to teaching staff.

Core Responsibilities

Part I: Teacher Interventionist (Student Support)

• Provide targeted small-group instruction to students identified for Title I support
• Assess student literacy skills using district screening tools, progress monitoring data, and classroom performance
• Develop and implement intervention plans aligned to student needs and district curriculum goals
• Collaborate with classroom teachers to support differentiated instruction and student achievement
• Participate in MTSS Learning Supports Team and contribute data to support intervention decisions
• Participate in professional development opportunities related to literacy instruction, intervention strategies, and student support
• Collaborate with general education teachers, special education staff, and instructional coach to meet diverse student needs

Part II: Instructional Coach (Teacher Development)

• Execute Inquiry Cycles: Conduct instructionally focused coaching cycles driven by teacher-led professional goals to ensure equitable student outcomes.
• Facilitate Collaboration: Partner with and guide Professional Learning Communities (PLCs) to refine curriculum, common assessments, and instructional delivery.
• Model Best Practices: Demonstrate, observe, and coach high-leverage instructional strategies aligned with district frameworks.
• Deliver Professional Development: Provide job-embedded training directly tied to individual teacher growth plans and building and district specific initiatives.
• Champion Educational Equity: Deepen institutional knowledge of culturally responsive pedagogy to help educators identify and eliminate inequitable classroom practices (ICPS 2.4).
• Cultivate Professional Trust: Maintain strict confidentiality and non-evaluative relationships to build mutual respect with teaching staff (ICPS 3.1).
• Integrate Technology: Enhance teacher capacity to utilize educational technology effectively to meet diverse student learning needs (ICPS 6.4).
• Fulfill Administrative Duties: Participate actively on the perform other duties as assigned.

Qualifications & Requirements

• Education: Bachelor's degree in Education or a related field (Master's degree preferred).
• Licensure: Valid State Teaching License with relevant endorsements.
• Experience: Demonstrated success in classroom instruction, Tier 2/3 intervention strategies, or adult coaching models.
• Skills: Strong data analysis skills, proficiency in professional frameworks, and excellent cross-functional communication abilities.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; talk and hear. The employee frequently must squat, stoop or kneel, reach above the head and forward 0 -24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job. The employee must frequently lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc.

WORK ENVIRONMENT:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made too enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually quiet. The position requires the commitment of professional working hours that may require the employee to extend beyond a typical 8:00 a.m. to 4:00 p.m. workday. The employee will frequently work in different areas of the classroom including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, etc. The employee will usually work in indoor temperatures but will work outdoors when supervising students outside of the classroom.

The information contained in this job description is in compliance with the Americans with Disabilities Act (A.D.A) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual holding this position and additional duties may be assigned.

The Cedar Rapids Community School District is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.

Federal law obligates an employer to provide reasonable accommodation(s) for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer. If you or someone you know requires accommodation in the hiring process, contact the Executive Director of Human Resources, at 319-558-2747.