Intervention Specialist - Sherman Elementary

Intervention Specialist position available at Sherman Elementary School for the 2026-2027 school year.

Job Goal

To provide leadership for learning at the classroom level.

Reports To

Building Principal/Designee

Essential Skills

• Communications Skills: Traditional communication skills (reading, speaking, writing) as well as social media communication skills and online engagement protocols. Includes creating short videos, reaching out to a wide community, receiving and incorporating feedback, sharing information appropriately, and identifying trends.
• The Ability to Learn Independently: Taking responsibility for identifying knowledge needs and sourcing that knowledge, adapting to constantly changing information, including new equipment, methods, or key contacts.
• Ethics and Responsibility: Building trust in informal social networks, collaborating with diverse stakeholders, and relying on others to achieve goals.
• Teamwork and Flexibility: Collaborating virtually and in-person with colleagues, students, and partners. Pooling collective knowledge, problem-solving, and taking on tasks outside a narrow job definition.
• Thinking Skills: Critical thinking, problem-solving, creativity, originality, and strategizing to identify needs and develop solutions for students, parents, and the public.
• Digital Skills: Integrating technology within the knowledge domain, using digital tools to analyze, evaluate, and interpret information.
• Knowledge Management: Finding, evaluating, analyzing, applying, and disseminating information from varied sources, assessing reliability and validity within context.

Performance Responsibilities

• Positive Relationships: Developing trust-based relationships with students to positively impact learning and rigor.
• High Expectations: Believing in the ability of all students to learn and focusing on their potential.
• Care and Concern: Demonstrating genuine affection for students, motivating them to achieve at high levels, and understanding their individual needs.
• Standards-based Teaching: Using state standards as the foundation for instruction, deconstructing standards, and measuring progress.
• Facilitator of Learning: Designing and implementing dynamic, engaging lessons for all learning levels.
• Master of the Subject Matter: Exhibiting expertise in the subject area and continuously gaining new knowledge.
• Persistence: Maintaining stamina and commitment throughout the teaching journey.
• Technology: Integrating effective, research-based strategies and best practices, including technology, into learning experiences.
• Reflective: Engaging in reflective practice to assess and improve effectiveness as a facilitator of learning, both individually and collaboratively.

Qualifications

• Valid Ohio Teaching Certificate/License in the appropriate subject area or grade level(s).
• Demonstrates flexibility.
• Proven success in teaching, reflected in student performance-based and standardized assessments.
• Problem-solving attitude.
• Believes and models that all students can learn.
• Excellent attendance record, recognizing its connection to teaching and learning relevance, rigor, and cycle.

Responsibilities

• Implement Individual Education Plan (IEP) objectives through classroom activities, including small group, individual, and large group lessons.
• Develop and implement behavior management plans for students as needed.
• Create schedules and lesson plans allowing for varied activities and special events aligned with student IEP goals.
• Communicate student progress to parents and school personnel in compliance with state and program policies.
• Conduct preliminary and ongoing evaluations of student levels and needs through formal and informal means.
• Elicit input from parents, caseworkers, and others involved in student program development.
• Design appropriate goals and objectives for student IEPs based on evaluations and stakeholder input.
• Adjust IEPs as needed based on progress documentation or identified problems.
• Work cooperatively to develop programming and evaluation through a disciplinary teaming approach.
• Conduct IEP parent conferences as necessary to fulfill program objectives.
• Provide direction and training to instructor assistants and/or volunteers assigned to the classroom.
• Meet and instruct assigned classes at designated times and locations.
• Plan a program of study that meets individual student needs, interests, and abilities.
• Create a learning environment conducive to student maturity and interests.
• Prepare for classes and provide written evidence of preparation upon request.
• Design and implement meaningful, dynamic lessons daily.
• Address student learning needs based on quality formative and summative assessment data.
• Guide the learning process toward curriculum goals, establishing clear learning targets communicated to students.
• Employ a variety of instructional techniques and technology based on student needs.
• Implement the district’s philosophy of education and instructional goals.
• Assess student accomplishments regularly, providing detailed feedback and progress reports.
• Identify student learning difficulties and seek assistance from district specialists as needed.
• Take precautions to protect students, equipment, materials, and facilities.
• Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations.
• Assist in implementing policies and rules governing student life and conduct; develop and maintain fair classroom behavior rules.
• Be available to students and parents for education-related purposes outside the instructional day when required.
• Plan and supervise assignments for teacher aides and volunteers.
• Maintain and improve professional competence through staff meetings and committee service.
• Apply current research and theory based on school objectives.
• Establish and maintain effective working relationships with students, peers, parents, and administrative staff.
• Communicate clearly and concisely in written and oral forms.
• Perform duties in compliance with district requirements and Board of Education policies.
• Utilize excellent organizational, time management, and written communication skills.
• Demonstrate proficiency in technology use.
• Display excellent verbal (including listening) and non-verbal communication skills.
• Work independently and productively.
• Support the vision and mission of the district.
• Perform other duties as assigned by the Principal, Superintendent, or designee.

Physical Requirements

• Ability to drive an automobile.
• Ability to travel freely throughout the building.
• Ability to lift, carry, or move equipment or supplies weighing up to thirty pounds.
• Ability to manage balancing, bending, climbing, crouching, kneeling, reaching, or standing.
• Ability to communicate effectively using language and writing skills.
• Ability to participate in and facilitate group discussions leading to consensus.
• Ability to react productively to frequent interruptions and changing conditions.
• Ability to accurately discern detail in written, statistical, and tabular materials.
• Ability to analyze data and present alternative actions and solutions.
• Ability to set priorities, organize, and complete duties efficiently without supervision.
• Ability to maintain a tactful disposition when dealing with administrators, staff, students, parents, and the public.
• Responsibility for the safety or well-being of others.

Conduct

• Remain free of alcohol or non-prescribed controlled substances and avoid abuse of prescribed controlled substances in the workplace.
• Serve as a role model for students in ethical principles, democratic values, and responsible citizenship.
• Help instill in students the belief in and practice of ethical principles and democratic values.