K-5 Interventionist

Union County · Monroe, United States

Interventionist Position

Benton Heights Elementary School of the Arts is looking for an interventionist to support K-5 literacy learning. Strong candidates for the role have a demonstrated record of success in an elementary classroom or intervention setting and a strong knowledge of both foundational literacy skills and support for reading comprehension. We are rising to new heights together this year and our staff must be willing to collaborate and learn in order to meet the needs of our incredible students. Benton Heights is a Leader in Me Lighthouse school. We believe that everyone is a leader and everyone has genius. Come and share your gifts and talents with us as we continue to move forward as a school.

Position Title: Interventionist

Contract Length: Exempt

Date: 3/4/2026 Date of Last Revision: 10/2/2009

Job Summary

The Interventionist will work in conjunction with the classroom teachers and administrators to support all academic areas and initiatives with a primary focus on instruction. Use research based strategies in small group and one-on-one settings with identified students who are struggling to meet the NC SCOS goals and objectives for their respective grade levels. Must maintain documentation and evidence of intervention with such students.

Essential Job Functions

• Collaborate with teachers and assess identified students to determine specific deficits.
• Coordinate, plan, and implement literacy and/or math professional development, modeling, coaching sessions, and follow-up support to classroom teachers on best practices in instruction
• Support grade levels K-5 in literacy and/or math instruction
• Model and monitor instruction using a Balanced Literacy Model and/or Math Workshop and Inquiry based models of instruction
• Provide support in developing and applying differentiated services to students, including working with individual and small groups of students
• Serve as a grade level data coach, overseeing the collection, organization, and utilization of data for the grade level team and for individual teachers
• Disaggregate a variety of data (universal screenings, school and district benchmarks, grade specific Common Formative Assessments) to facilitate discussions about instruction and learning with teachers and administrators

Duties & Responsibilities

List most important duties first

• Attend and facilitate Professional Learning
• Meet regularly with the Leadership Team
• Complete Peer Observations as assigned
• Active participant in MTSS (RtI/PBIS) grade level and student meetings
• Conduct individual assessments on students as needed
• Support teachers with structure and implementation of classroom management
• Provide training to Support staff such as Teacher Assistants, tutors
• Perform other related duties as assigned

Minimum Qualifications or Standards Required to Perform Essential Job Functions

Knowledge, Skills, and Abilities

Job Knowledge

• Knowledge of elementary curriculum and current literacy trends, including best practices in teaching literacy and/or math
• Knowledge of application of research-based literacy and/or math programs/interventions and best practices
• Knowledge of literacy and/or math assessment tools
• Knowledge of the NC SCOS
• Deep understanding of Common Core and Essential Standards (K-5)

Type of Skill and/or Required Licensing/Certification

• Ability to convey information in a clear and adequate manner with children and adults
• Ability to understand the content of the NC SCOS and the use of research based strategies that would be implemented during the intervention process
• Schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment.
• Flexibility is required to work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using standardized methods.
• Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours.

Problem Solving

• Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate.
• Problem solving is required to analyze issues and create action plans.

• Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things

Communication/Interactions

• Ability to communicate with children and adults in a calm and equitable manner
• Ability to work with a diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize specific, job-related equipment

Customer Relationships

• Strong interpersonal skills and evidence of successful communication with adults, i.e. teachers, parents, administrators
• Requires the ability to deal with people beyond giving and receiving instructions.
• Must be adaptable to performing under stress and when confronted with emergency situations

Physical Requirements

Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.