Intervention Specialist for 2026-2027
Dayton Leadership Academies, Dayton, Ohio, United States, 45444
ESSENTIAL QUALITIES
Past experiences and actions reflect a commitment to the DLA mission and core values
Demonstrates a sense of urgency and relentless pursuit of significant student achievement in a high need, urban environment
Reflective, self-aware and adaptable to others’ communication and work styles
Critical thinker and problem solver who takes initiative
Belief in the power of collaboration and strives to build a collaborative culture with DLA community, staff, families and students
TEAM CORE VALUES
Unwavering belief in students
Passion for excellence
Collaboration and teamwork
Respect for others in the community
ESSENTIAL FUNCTIONS Dayton Leadership Academies teachers plan and deliver engaging lessons, create a positive classroom culture grounded in our core values, and assess and monitor student progress so that all students are in relentless pursuit of excellence. Special education/intervention teachers hold primary responsibility for the curriculum implementation and lesson delivery critical to the success of students with Individualized Education Plans (IEPs) or performing below grade level. DLA’s individualized academic intervention program ensures that students needing additional support and those with special needs receive the support necessary for academic success. Student academic needs are met at all levels through co‑teaching in literacy and math classes in the general education setting and intervention in small groups based on assessment data. The essential functions are:
I. INSTRUCTIONAL PLANNING
Implement Expeditionary Learning, CKLA, and Eureka Math and employ a variety of effective teaching strategies to meet the learning styles and interests of all students
Ensure that lesson plans align with the school's academic program and include differentiated supports, accommodations and modifications for exceptional learners
Plan student interventions and differentiated instruction based on assessment data
Collaborate with co‑teachers, grade level and house team on curriculum and student needs
II. CLASSROOM ENVIRONMENT, INSTRUCTION, and ASSESSMENT
Create effective and engaging learning experiences aligned to the Common Core State Standards and DLA’s curriculum
Demonstrate successful implementation of teaching techniques and classroom management skills (i.e., creative instructional strategies, articulate communication of information, positive interactions with students, overall organization of learning environment)
Evaluate the needs of students using formative and summative assessments, including assessments required by the school and state and use the data to develop lesson plans aligned to student needs
Communicate with families regularly for positive recognition and support (e.g., telephone calls, messages, meetings, etc.); reinforce the Family Compact
Utilize data from functional behavior assessments to develop individualized behavior intervention plans
Provide activities and opportunities that encourage curiosity, exploration, and problem‑solving appropriate to the development levels of the children with special needs
Work closely with co‑teachers to identify and implement targeted accommodations and/or modifications in the inclusion setting
Provide resources and consultative support to general education teachers on differentiated instruction, behavior support, accommodations and other related special education topics
Maintain compliance under IDEA for all students on caseload including writing and coordinating meetings for IEPs, eligibility meetings and manifestation determination meetings
III. PROFESSIONALISM
Contribute in meaningful ways to school‑wide goals and student goals
Implement school and district policies and procedures
Supervise students at all times; supervise non‑classroom activities when assigned in accordance with the negotiated agreement
Participate in open houses, families conferences, awards ceremonies, and school events as directed
Maintain accurate records and submit reports on time
Serve on at least one school committee and/or coach/advise an extracurricular activity
Coach other teachers on the team in areas of personal expertise; mentor a tutor or resident, as needed
Monitor use of the Intra/Internet to ensure compliance with school guidelines
Respect personal privacy; maintain the confidentiality of privileged information
Perform other specific job‑related duties as directed in accordance with the negotiated agreement
Additional Job Information
Demonstrate professionalism and maintain a positive attitude
Skillfully manage individual, group and organizational interaction
Communicate effectively using verbal, non‑verbal and writing skills
Use self‑control, perseverance and physical skill to manage students
Organize tasks and manage time effectively
Avert problem situations and intervene to resolve conflicts
Lift, carry, and/or move instructional supplies and equipment
Perform activities that may require reaching, crouching, and/or kneeling
Maintain an acceptable attendance record and is punctual
Travel to meetings and work assignments
PREFERRED QUALIFICATIONS I. EDUCATION: Bachelor’s Degree, valid state teaching certification/licensure
II. EXPERIENCE, KNOWLEDGE & SKILLS:
Two (2) years of classroom teaching experience preferred
Ability to build relationships with students, families, and colleagues
Ability to use curriculum to plan engaging and rigorous lessons
Ability to deliver lessons, check for understanding, and make adjustments as needed
Experience analyzing student assessment data, using it to inform instruction, and differentiating instruction to meet all students’ needs
Highly effective writing, communication, and interpersonal skills
Effective use of technology (Word, Excel, PowerPoint, online attendance and gradebooks)
HUMAN RESOURCE INFORMATION TYPE OF POSITION: Full‑time, Academic
EVALUATION: Reports to Principal; evaluated formally twice per year using DLA teacher performance rubric
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Past experiences and actions reflect a commitment to the DLA mission and core values
Demonstrates a sense of urgency and relentless pursuit of significant student achievement in a high need, urban environment
Reflective, self-aware and adaptable to others’ communication and work styles
Critical thinker and problem solver who takes initiative
Belief in the power of collaboration and strives to build a collaborative culture with DLA community, staff, families and students
TEAM CORE VALUES
Unwavering belief in students
Passion for excellence
Collaboration and teamwork
Respect for others in the community
ESSENTIAL FUNCTIONS Dayton Leadership Academies teachers plan and deliver engaging lessons, create a positive classroom culture grounded in our core values, and assess and monitor student progress so that all students are in relentless pursuit of excellence. Special education/intervention teachers hold primary responsibility for the curriculum implementation and lesson delivery critical to the success of students with Individualized Education Plans (IEPs) or performing below grade level. DLA’s individualized academic intervention program ensures that students needing additional support and those with special needs receive the support necessary for academic success. Student academic needs are met at all levels through co‑teaching in literacy and math classes in the general education setting and intervention in small groups based on assessment data. The essential functions are:
I. INSTRUCTIONAL PLANNING
Implement Expeditionary Learning, CKLA, and Eureka Math and employ a variety of effective teaching strategies to meet the learning styles and interests of all students
Ensure that lesson plans align with the school's academic program and include differentiated supports, accommodations and modifications for exceptional learners
Plan student interventions and differentiated instruction based on assessment data
Collaborate with co‑teachers, grade level and house team on curriculum and student needs
II. CLASSROOM ENVIRONMENT, INSTRUCTION, and ASSESSMENT
Create effective and engaging learning experiences aligned to the Common Core State Standards and DLA’s curriculum
Demonstrate successful implementation of teaching techniques and classroom management skills (i.e., creative instructional strategies, articulate communication of information, positive interactions with students, overall organization of learning environment)
Evaluate the needs of students using formative and summative assessments, including assessments required by the school and state and use the data to develop lesson plans aligned to student needs
Communicate with families regularly for positive recognition and support (e.g., telephone calls, messages, meetings, etc.); reinforce the Family Compact
Utilize data from functional behavior assessments to develop individualized behavior intervention plans
Provide activities and opportunities that encourage curiosity, exploration, and problem‑solving appropriate to the development levels of the children with special needs
Work closely with co‑teachers to identify and implement targeted accommodations and/or modifications in the inclusion setting
Provide resources and consultative support to general education teachers on differentiated instruction, behavior support, accommodations and other related special education topics
Maintain compliance under IDEA for all students on caseload including writing and coordinating meetings for IEPs, eligibility meetings and manifestation determination meetings
III. PROFESSIONALISM
Contribute in meaningful ways to school‑wide goals and student goals
Implement school and district policies and procedures
Supervise students at all times; supervise non‑classroom activities when assigned in accordance with the negotiated agreement
Participate in open houses, families conferences, awards ceremonies, and school events as directed
Maintain accurate records and submit reports on time
Serve on at least one school committee and/or coach/advise an extracurricular activity
Coach other teachers on the team in areas of personal expertise; mentor a tutor or resident, as needed
Monitor use of the Intra/Internet to ensure compliance with school guidelines
Respect personal privacy; maintain the confidentiality of privileged information
Perform other specific job‑related duties as directed in accordance with the negotiated agreement
Additional Job Information
Demonstrate professionalism and maintain a positive attitude
Skillfully manage individual, group and organizational interaction
Communicate effectively using verbal, non‑verbal and writing skills
Use self‑control, perseverance and physical skill to manage students
Organize tasks and manage time effectively
Avert problem situations and intervene to resolve conflicts
Lift, carry, and/or move instructional supplies and equipment
Perform activities that may require reaching, crouching, and/or kneeling
Maintain an acceptable attendance record and is punctual
Travel to meetings and work assignments
PREFERRED QUALIFICATIONS I. EDUCATION: Bachelor’s Degree, valid state teaching certification/licensure
II. EXPERIENCE, KNOWLEDGE & SKILLS:
Two (2) years of classroom teaching experience preferred
Ability to build relationships with students, families, and colleagues
Ability to use curriculum to plan engaging and rigorous lessons
Ability to deliver lessons, check for understanding, and make adjustments as needed
Experience analyzing student assessment data, using it to inform instruction, and differentiating instruction to meet all students’ needs
Highly effective writing, communication, and interpersonal skills
Effective use of technology (Word, Excel, PowerPoint, online attendance and gradebooks)
HUMAN RESOURCE INFORMATION TYPE OF POSITION: Full‑time, Academic
EVALUATION: Reports to Principal; evaluated formally twice per year using DLA teacher performance rubric
#J-18808-Ljbffr