26 - Reading Interventionist - Limited Term

It is essential that all employees of Pueblo School District 60 understand our mission is to provide a high-quality education that assures each student the knowledge, skills, and dispositions to lead a life of purpose and impact. Employees support the community and thrive in connecting with our students by embracing the district’s core values:

• We believe that the success of every student is our most important commitment.
• We believe that collaboration and engagement with our community, parents, staff, and students are essential to our success.
• We believe that we must act with integrity, celebrate diversity, and promote equity.
• We believe that each individual must be treated with dignity and respect.
• We believe that the social and emotional well-being of our students is as important as their academic needs.
• We believe that it is our responsibility to provide a safe, positive, and supportive environment for our students and staff.
• We believe that our community heritage, traditions, and history should inform our response to future student and district needs.

As we embrace these values and consider their impact, we will achieve our vision of being a high-performing school district that inspires community confidence. Each employee plays a part, and that contribution should bring us closer to helping each student achieve their dreams.

About the Role

The primary responsibility of the Interventionist is to plan, organize, and implement an appropriate instructional program in an elementary or secondary learning environment that guides and encourages students to develop and fulfill their academic potential. The Interventionist performs instructional and related duties in accordance with District policies and terms of the teacher contract, maintains a cooperative attitude with staff, parents, and students, and guides the learning process for at-risk students to increase student achievement in accordance with the curriculum, the School Improvement Plan, and the Early Literacy Grant.

Qualifications

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.

• Valid Colorado Teaching License within 60 days from date of hire.
• Elementary Education Endorsement or highly qualified in applicable content area through one of the following:
  • Endorsement on a Colorado teaching license
  • 36 semester credit hours applicable to content area
  • Passing score on a State Board of Education approved content exam (currently the ETS Praxis Series)
• Must complete a fingerprint-based criminal background check and be cleared by the Office of Human Resources.
• Must be able to communicate effectively in English, both orally and in writing, using proper grammar and vocabulary.
• Teachers hired in a K-3 or Reading Interventionist position must be willing to register for the READ Act training required per Senate Bill 199-99. The teacher must show evidence of enrollment and progress in a CDE-approved training course and complete it by the 2026-2027 school year or provide a certificate of completion.

Preferred Qualifications

• Ten (10) or more years of classroom experience.
• Willingness to follow a curriculum with fidelity.
• Willingness to help coach others.
• Ability to collaborate with others in meetings and via email.
• Ability to follow a schedule.
• Experience in a Title I or low-income setting.
• Previous experience as a certified teacher.
• Knowledge of content standards and implementation of standards-based curriculum.
• Ability to teach and meet the academic needs of all students, ensuring academic progress in all content areas, especially in reading/writing and mathematics.
• Ability to collaborate with all instructional staff.
• Previous experience using data to make instructional decisions.
• Knowledge/experience with the five components of reading and commitment to support and implement explicit and systematic reading instruction based on scientific research.
• Ability to use technology and integrate technology skills into the curriculum.
• Knowledge/experience teaching diverse learners, especially students who may have a specific learning plan such as an IEP, ILP, ELL, or 504.
• Demonstrated effective classroom management skills.
• Knowledge/experience with and ability to implement scientific-based research best practices.
• Previous experience with and ability to utilize effective small groups and whole-class direct instruction strategies to differentiate instruction.
• Knowledge/experience in implementing the Title I parental involvement plan.
• Knowledge/experience with Positive Behavior Support Program or willingness to implement the school-wide discipline plan.

Skills and Knowledge

• Knowledge and understanding of Common Core standards.
• Ability to unpack standards and align with curriculum.
• Ability to write specific learning goals, objectives, and outcomes.
• Ability to analyze and use multiple data sources to make sound instructional decisions.
• Ability and willingness to collaborate with colleagues and actively participate in professional learning communities.
• Ability to use technology and incorporate/teach 21st-century skills.
• Ability to scaffold and differentiate instruction.
• Ability and willingness to integrate reading, writing, and math throughout the curriculum.
• Computer expertise or an expectation to learn Infinite Campus.
• Positive public relation skills, professionalism, strong work ethic, and ability to develop positive relationships with school and community.
• Ability to demonstrate communication skills with students, parents, and teachers to enhance the educational, personal, and social aspects of each student.
• Ability to interpret test information and data.
• Strong commitment to system change and strong evidence of being a "team player."
• Ability to report to work on a regular and punctual basis.
• Ability to be flexible.

Responsibilities

• Guide the learning process for at-risk students to increase student achievement in accordance with the curriculum, the School Improvement Plan, and the Early Literacy Grant.
• Adhere to compliance guidelines for grant expectations.
• Provide a variety of classroom techniques and methods.
• Promote high levels of achievement in relation to individual student abilities.
• Use techniques and methodologies appropriate to student abilities.
• Utilize current and relevant subject matter.
• Use relevant technology to support and differentiate instruction.
• Demonstrate knowledge of and ability to use research-based principles of effective instruction.
• Organize instruction using learning objectives with clearly defined student outcomes.
• Employ teaching strategies congruent with planned student outcomes.
• Select teaching strategies emphasizing student involvement.
• Monitor student learning and pace instruction accordingly.
• Prepare effectively for class and develop daily lesson plans.
• Provide instruction predicated on course goals and objectives.
• Prepare the classroom for activities.
• Establish and communicate clear objectives for all learning activities.
• Establish written grading standards that are clear and incorporate a variety of graded activities.
• Assure that grading standards are explained and available to parents.
• Develop and maintain positive interpersonal relationships.
• Model personal behaviors of honesty, fairness, courtesy, and consideration.
• Maintain a cooperative relationship with administrators, staff, students, and parents.
• Share appropriate information with parents and other staff members.
• Provide documentation of students' progress.
• Provide timely and accurate feedback/documentation to students, parents, and appropriate staff members.
• Assign and check homework and provide appropriate feedback to students.
• Maintain appropriate records of student performance, progress, and development.
• Build motivation and interest in learning.
• Exhibit personal interest and encourage student interest in the subject area.
• Maintain a current awareness of literature/activities in the subject area.
• Maintain an ongoing personal program of professional growth and development.
• Cultivate and model a respectful working and learning environment.
• Manage student behavior in the classroom by establishing and enforcing rules and procedures.
• Maintain discipline in accordance with the rules and disciplinary systems of the school.
• Participate in department, school, district, and parent meetings.
• Perform any and all other duties as assigned by Building Administrators.

Benefits

Fringe benefits based on the PEA Negotiated Agreement.

Pay

Teacher Salary Schedule.

Schedule

165-day work year.

Physical Demands

The physical demands described below 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 required to stand, walk, sit, use hands and fingers to handle or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl.
• The work requires the use of a telephone and using fingers to operate computer or typewriter keyboards.
• The employee is continually hearing and speaking to exchange information.

In an 8-hour workday, this job requires:

• Sitting: Frequently (2.5 - 5.5 hrs per day)
• Stationary Standing: Frequently (2.5 - 5.5 hrs per day)
• Walking (level surface): Frequently (2.5 - 5.5 hrs per day)
• Walking (uneven surface): Occasionally (0.5 - 2.5 hrs per day)
• Crawling: Rarely (less than 0.5 hr per day)
• Crouching (bend at knees): Occasionally (0.5 - 2.5 hrs per day)
• Stooping (bend at waist): Occasionally (0.5 - 2.5 hrs per day)
• Twisting (knees/waist/neck): Occasionally (0.5 - 2.5 hrs per day)
• Turn/Pivot: Occasionally (0.5 - 2.5 hrs per day)
• Climbing (stairs): Rarely (less than 0.5 hr per day)
• Climbing (ladder): Not Applicable
• Reaching overhead: Occasionally (0.5