Hybrid Early Interventionist- One year Only en Ascension Public Schools

 
 

II.         SUMMARY OF POSITION’S PURPOSE

 
Develops and implements an instructional program which meets the needs of students with disabilities
 

III.          MINIMUM QUALIFICATIONS

  

EDUCATION/CERTIFICATION – Bachelor’s degree. Certification in area(s) of Early Interventionist. Valid Louisiana Teaching Certificate. Additional criteria the Board may require.

  

IV.          DUTIES AND RESPONSIBILITIES

 
Early Interventionist Competencies:  An Early Interventionist is required to plan and implement specially designed instruction to meet the unique needs of a student with disabilities.
 
Examples of these competencies include, but not limited to the following:
 

• Adheres to all local, state, and federal regulations regarding provisions of services to students with disabilities;
• Maintains and ensures student confidentiality;
• Plans, develops, and implements an Individual Education Plan for all students at least annually with appropriately constituted IEP team;
• Delivers each student’s IEP services in collaboration with other SPED teachers, paraprofessionals, general education teachers, and other service providers as appropriate;
• Compiles a progress report to be sent home at the end of each grading period with the student’s report card to inform parents of students’ progress toward established IEP goals;
• Completes all reports and required paperwork accurately and in a timely manner as required by local, state, and federal guidelines.
   

Classroom Assessment Scoring System (CLASS) will be used for teacher evaluation in conjunction with measures of student growth.  Measures of student growth will be aligned with the Ascension Parish Public School System’s accountability measures as outlined in the Louisiana Accountability System.

 
Designing and Planning Instruction:  Instructional plans are based on extensive content knowledge and understanding of students and are designed to engage students in significant learning.  All aspects of the plans – instructional outcomes, learning activities, materials, resources, and assessments – are in complete alignment and are adapted as needed for individual students.  Written lesson plans represent the appropriate content, provide opportunities for student involvement in the learning process and assess student progress effectively.  Examples of this accountability include, but are not limited to, the following: Instructional plans include:

 

• Measurable and explicit goals aligned to state content standards.
• Activities, materials, and assessments that are aligned to state standards.
• Logical sequencing building on student’s background knowledge and sub-objectives.
• Appropriate amount of time allotted for student work, student reflection, and lesson/unit closure.
• Regular opportunities to accommodate individual student needs.
   

Assignment and assessment plans include:

 

• Student work assignments and assessments that are developed and aligned to pre-post tests, which are aligned to the high-stakes test. * (Teachers serving students with significant disabilities will address extended standards and assess students using the LAA1 instrument.)
• Assessments that are aligned to state content standards, have clear measurement criteria, provide students with multiple opportunities to demonstrate mastery of content and require extended written tasks.
• Description of how results will be used to inform future instruction.
   

The Learning Environment: Performs management accountabilities by maintaining a positive environment conducive to learning and maximizing the amount of time available for instruction.  Expectations for student learning are high, and interactions among individuals are respectful.  Standards for student conduct are clear, and the physical environment supports learning.  Examples of this accountability include, but are not limited to, the following:
 

• Classroom management techniques are varied and utilized to promote positive student behavior whereby teacher-student and student-student interactions demonstrate caring and respect for one another.
• High and demanding expectations are set for every student whereby all students are encouraged to learn from mistakes and given opportunities to experience success.
• Classroom physical arrangement is organized and understandable to all students allowing easy and ready access to supplies, equipment, and resources.
   

Instruction:  All students are engaged in learning as a result of clear directions and explanations utilizing the skillful use of questioning and discussion to maximize learning.  Activities and assignments are of high quality, and teacher and students make productive use of assessments.  Assessment strategies are integrated into instruction in order for the teacher to demonstrate flexibility and responsiveness to the needs of all learners.  Instructional approach shifts easily when the situation demands it.  Examples of this accountability include, but are not limited to, the following:
 

• Standards and objectives are aligned to state content standards, logically sequenced, and explicitly communicated.  S/O are consistently referred to and connected to what students have previously learned.
• Content is organized and presented in a manner that motivates students to learn where inquiry, curiosity, and exploration are valued and learning is personally meaningful and/or relevant to students.
• Instructional content is presented through the use of visuals with examples, illustrations, analogies, and/or labels leading to student mastery of specific skills in a more efficient manner.
• Lesson is effectively segmented so that sufficient time is allocated to all parts of the lesson to best support student learning - a clear beginning, middle, and end with time for reflection.
• Variety of materials and activities, clearly aligned to objectives, is utilized to address various learning styles and intelligences.
• Frequent, purposeful and coherent questioning is varied and high quality, providing a balanced mix of question types that require active responses from students.
• Specific and timely academic feedback supports student learning as opposed to informing students of the accurateness of their responses.  Feedback is also used to make adjustments in instruction.
• Instructional grouping of students consistently maximizes student understanding and facilitates opportunities for students to set personal goals, reflect on, and evaluate their learning.
• Strong content knowledge is demonstrated by connecting the content being taught to other ideas and concepts.  Utilization of subject-specific instructional strategies enhances student content knowledge.
• Teacher knowledge of students is evident and differentiated instructional methods ensure students have the opportunity to master what is being taught.
• Opportunities are provided during instruction to students to hone their research-based thinking skills and to think analytically, practically, and creatively.
• Activities are implemented to teach and reinforce problem-solving skills so that students can manage complex tasks and higher levels of learning.
   

Professional Responsibilities:  Ethical standards and sense of professionalism are highly developed, showing perceptive use of reflection, effective systems for record keeping and communication, leadership roles in both school and district projects.  Demonstrates ownership for professional development activities and accepts responsibilities contributing to school improvement.  Examples of this accountability include, but are not limited to, the following:
 

• Travels to home and/or schools for instruction.
• Seeks out opportunity for professional development and makes a systematic effort to conduct action research through professional learning communities (PLC).
• Prompt, prepared, and participates in PLCs using student work to enhance and improve personal proficiency.
• Seeks out feedback on teaching from both supervisors and colleagues.
• Challenges negative attitudes or practices to ensure that all students are honored, both emotionally and academically, in the school and throughout the district.
• Accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment.
• Information is provided to families frequently on student progress with concern for professional and cultural sensitivity.
• Performs other duties as required.

 
Teachers shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports:


 

1. Instructional Components
   
    
   • Fulfill duties traditionally expected of those in supervisory positions
   • Lesson Plans
   • Instruction
   • Collaborate with colleagues and departments
   • Grade papers
   • Take and record attendance
   • Enter/Average grades
   • Maintain positive and timely interaction with parents relative to the performance or conduct of students assigned to the teacher
     
     
      
2. Supervision
   
   
    
   • Supervision of students when students are on or off campus at a school related/sponsored event
   • Supervision of students prior to school and/or drop-off, when assigned
   • Supervision of students in the classroom 
   • Supervision of students between classes, during recess/intermission, during lunch, assemblies
   • Supervision of students after school and/or pick-up, when assigned
     
     
      
3. Non-instructional Components
   
   
    
   • Attend meetings generally associated with the instructions of students
   • Attend faculty, staff, and department meetings
   • Attend training sessions
   • Attend IEP meetings
   • Attend parent-teacher conferences
   • Attend back-to-school and open-house events
   • Attend graduation
   • Attend PGP, PIP, Evaluation, Observation, IAP, and student discipline meetings/hearings
   • Attend school board/committee meetings, upon request
     
     
      
4. Extracurricular Activities
   
   
    
   • Attend/work concessions/gates of no more than 15 athletic events per school year as requested by the principal or designee
   • Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor
      

 
 
 
NOTE: This job description is a summary of the primary duties and responsibilities of the position. It is not intended to be a comprehensive listing of all duties and responsibilities. The Ascension Parish School Board reserves the right to change this description at its discretion.
 
 
 
V. SIGNATURES:
 
           

Supervisor	Date
Employee	Date

 
 
This job description was approved by the Ascension Parish School Board on: June 25, 2024.