MTSS - 50%

FUNCTIONAL PURPOSE: The Interventionist, Multi-Tiered Systems of Support (MTSS) position provides a multi-tier system of instruction, assessment, and intervention designed to meet the achievement, behavioral, and social-emotional learning needs of all students. Support is provided to students with the early identification and intervention to ensure success through integrated behavioral, social-emotional learning/academic research-based interventions. This position reports to school leadership. MTSS Interventionists should spend 80% of their time with students, and 20% of their time on coordination with school and district staff.

DUTIES AND RESPONSIBILITIES:

Coordinates and facilitates the successful implementation of academic and social-emotional interventions for students at risk of not meeting grade level or end of course standards using a tiered system of support in TSI schools.
• Deploys research-based strategies, materials, and techniques to support students individually or in small groups who are experiencing learning difficulties.
• Assists and supports classroom teachers in addressing student learning gaps (specifically student groups that are identified in the TSI designation) using the Multi-Tiered system framework by: developing, documenting, and maintaining ongoing academic plans and/or behavioral intervention plans in ECATS or other identified intervention documentation management system(s).
• Provides interventions to students that are progress-monitored through on-going assessments.
• Utilizes multiple service delivery methods and research-based interventions.
• Maintains progress monitoring data.
• Identifies students to receive MTSS support and the results of the interventions provided.
• Serves in a leadership capacity with administrators and other designee(s) on the Intervention Support Team (IST) for identifying and determining appropriate interventions for students who need tier 3 intensive supports.
• Works with building teams to assist in the implementation of school-wide behavior supports.
• Communicates to parents regarding the students’ progress and offer strategies parents can use in the home.
• Meets regularly with school and district teams when appropriate about the MTSS practices and expectations.
• Performs related duties as assigned.
 

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES:
• Knowledge of current research on academic, behavioral, and social-emotional interventions.
• Knowledge of the North Carolina Standard Course of Study.
• Knowledge of the Strategic Plan, the Framework for Teaching and Learning, and how they pertain to academic intervention strategies, and support services in helping all children succeed.
• Knowledge of and ability to articulate and achieve alignment around the goals, objectives, and outcomes for the MTSS program.
• Ability to work collaboratively within and across departments.
• Ability to work independently and to contribute as a team member.
• Ability to value diversity.
• Ability to analyze data and modify approaches accordingly.
• Ability to develop programs to meet the diverse needs of children.
• Proficiency in the use of software (i.e., ECATS, Word, Excel, PowerPoint, Outlook, Teams, Zoom, Canvas, iReady, Powerschool, Performance Matters and any other software used in conjunction with curriculum).
• Excellent written and verbal skills.
• Effective consultation and coaching skills.
• Proficiency with developing and conducting workshops for school personnel.
• Skill in utilizing data for aid in decision making.
• Effective interpersonal skills to build trusting relationships among stakeholders to support the implementation of a MTSS model.
• Attention to detail.
• Strong organizational skills.

EDUCATION AND EXPERIENCE REQUIREMENTS:
• Minimum: Bachelor’s Degree in General, Special Education, and/or ESL with licensure in Math and/or Reading, or a teaching license that would ensure the skill set for teaching math and/or reading.
• Desirable: Reading Research to Classroom Practice and/or Foundations of Mathematics can be added for those who need the skill set for teaching math and/or reading. This can be attained after hire of position.
• Minimum: One year of experience in academic, behavioral, and/or social-emotional interventions
• Desirable: Three years of experience in academic and/or social-emotional interventions

CERTIFICATION AND LICENSURE REQUIREMENTS:
• Licensure from NCDPI in general, special education and/or with licensure in Math and/or reading, or a teaching license that would ensure the skill set for teaching math and/or reading

Pay Grade - Certified Schedules - 50% 

PHYSICAL WORK DEMANDS:

In compliance with Federal Law, Winston-Salem/Forsyth County Schools administers all education programs, employment activities and admissions without discrimination against any person on the basis of sex, race, color, religion, national origin, age, or disability.

When applying, please make sure to include all prior experience in your application.

Please provide at least two references.  One must be the current or most recent supervisor and the other a previous supervisor.

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AIG Catalyst Teacher - 50% 

FUNCTIONAL PURPOSE

DUTIES AND RESPONSIBILITIES:

• Provides acceleration through challenging content instruction to students with potential or strengths in specific content area.
• Plans, monitors, and implements appropriate programming designed for progress and achievement of high ability and/or gifted students through different service delivery models (based on the population and needs of the school.)
• Supports and/or implements the LIFT (Leading Instruction and Fostering Talent) program to find students from culturally diverse backgrounds with emerging strengths in a variety of academic areas.
• Facilitates the personal, social/emotional and intellectual development of gifted students from culturally diverse backgrounds.
• Uses multiple assessment data, instruction, and evaluation techniques to appropriately address the individual strengths, interests, and needs of their students.
• Assists administration and staff in creating necessary flexibility in scheduling to address needs of high ability/and or identified gifted students.
• Provides materials and information to help create an environment that provides options for the exceptional needs of gifted students.
• Develops and implements consistent gifted programming at the building level.
• Collaborates with school and/or district staff to create school-based professional development opportunities that support the exceptional needs of gifted students.
• Models lessons on various subjects and skills for teachers and students.
• Assists classroom teachers in differentiating curriculum for high ability and gifted students.
• Develops and monitors Differentiated Educational Plans (DEPs) for identified gifted students.
• Consults and communicates with parents, other teachers and staff, administrators, and district staff to address the needs of high ability/gifted students including collaboration with AIG Coordinators in hosting informational meetings at the building level.
• Serves on the AIG Program Placement Team (PPT) as an advocate and resource for team members on the characteristics, abilities, and development of gifted learners as they recommend, refer, and/or evaluate students for the program.
• Collaborates with the AIG office, community, and other school-based personnel to offer enrichment activities, clubs, and events that will engage and be of interest to the gifted learner.
• Attends scheduled department meetings, professional development, and/or trainings offered by the AIG Office to demonstrate continuous professional learning and a commitment to participate in professional growth opportunities and self-reflection on professional practice
• Performs other related duties as assigned.

REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES:

• Knowledge and understanding of effective teaching and learning strategies for gifted and advanced students.
• Knowledge of district organization, goals, and objectives with emphasis on curriculum design and instruction.
• Knowledge of materials and current trends/research in field of education.
• Strong organizational skills with ability to conduct multiple projects concurrently, both independently and as a member of a collaborative team.
• Ability to establish and maintain good working relationships with colleagues, administrators, and AIG organizations.
• Ability to motivate and engage staff.
• Ability to plan, track and assess programmatic training needs.
• Ability and willingness to work independently and to lead program design, implementation and evaluation.
• Excellent oral and written communication skills.
• Ability to communicate and work effectively with diverse communities and populations.
• Teacher or School-based leadership ability.
• Coach or mentoring ability/experience.
• Ability to plan and manage projects within time constraints.
• Ability to maintain confidentiality and discretion on student information.

EDUCATION AND EXPERIENCE REQUIREMENTS:

• Minimum: Bachelor’s Degree in Education, Subject Content Area or another related field
• Minimum: Three years of experience working with AIG students
• Desirable: Three years of experience in a leadership role at the school or district level.

CERTIFICATION AND LICENSURE REQUIREMENTS:

• Valid NC Teacher License

 PHYSICAL WORK DEMANDS:

In compliance with Federal Law, Winston-Salem/Forsyth County Schools administers all education programs, employment activities and admissions without discrimination against any person on the basis of sex, race, color, religion, national origin, age, or disability.