Academic Interventionist (2)
Young World Physical Education, Harvard, IL, United States
Job Title
Academic Interventionist
Starting Date:
Aug 3, 2026
Job Summary
The Interventionist’s primary purpose is to improve all students’ academic achievement and behavior. Interventionists provide classroom teachers with implementation interventions, plan, implement, and assess intervention services to ensure fidelity.
Qualifications
Professional Educator License (PEL) or eligibility for an appropriate license
Minimum of three (3) successful years of classroom teaching
ESL endorsement (if applicable)
Terms of Employment
This is a 9‑month position with salary and benefits established by the Board of Education. The position retains Harvard Education Association membership and is part of the Collective Bargaining Unit.
Compensation and Benefits
Details are outlined in the Collective Bargaining Agreement (CBA). Employees may reference the CBA for comprehensive information on remuneration and benefits.
FLSA Status
Exempt
Duties and Responsibilities
Facilitates student learning in correlation with the Illinois Learning Standards
Analyzes district assessment data to identify student needs and recommend evidence‑based interventions
Analyzes grades, classes, and individual student academics to increase achievement and inform instructional decisions
Manages and interprets data required to develop, implement, and evaluate Tier 1, 2 & 3 interventions
Collaborates with teachers to ensure core instructional best practices are implemented with fidelity and differentiated instruction meets student needs
Communicates essential questions to clarify learning goals for each lesson
Configures lessons and selects instructional strategies so that all students can answer a lesson’s essential question by its conclusion
Designs daily lessons incorporating WICOR (Writing, Inquiry, Collaboration, Organization, and Reading) for rigor
Creates lessons that include three or more unique learning tasks, at least one whole‑class verbal participation
Assesses student progress toward objectives, expectations, or goals, providing feedback to students, parents, and administration
Monitors student skills individually
Creates student‑centered classroom communities that promote empowerment, academic growth, and social‑emotional well‑being
Manages student behavior to provide a safe and optimal learning environment
Facilitates peer collaboration, purposeful movement, and diverse instructional strategies to engage learners physically and intellectually
Provides intentional instructional resource interaction to support comprehension and retention
Encourages students to set and monitor individualized goals and reflect deliberately within lessons
Implements each student’s Individual Education Plan (IEP) and collaborates with colleagues on modifications or accommodations
Supports students with social‑emotional and behavioral concerns through the MTSS framework
Integrates cultural diversity and appreciation within the curriculum
Uses technology appropriately in teaching and learning
Participates in professional learning communities with instructional staff, school personnel, parents, and community resources to improve outcomes
Attends meetings and professional development to convey and gather required information
Assists with transitions between grade levels
Works collaboratively with parents and the community
Performs additional duties as assigned by the principal or designee or as needs arise
Required Knowledge, Skills, and Abilities
Record of effectiveness in teaching
Excellent planning and organization skills
Ability to work collaboratively with others
Strong verbal communication skills
Willingness to learn continuously
Physical Demands
Frequent sitting and standing for extended periods; repetitive bending, kneeling, stooping, and crouching; walking, talking, hearing, operating a computer and handheld learning devices; reaching with hands and arms; occasionally lifting or moving up to 10 pounds.
ADA
The employer will make reasonable accommodations in compliance with the Americans with Disabilities Act of 1990. This job description will be reviewed periodically as duties and responsibilities change with business necessity. Essential and marginal job functions are subject to modification.
Contact Information
Position: Academic Interventionist
Location: Harvard Community Unit School District 50, Crosby Elementary School, Harvard, Illinois
Employer Contact: Natalie Cowley, Principal
Phone: 815-943-4022
Email: ncowley@cusd50.org
#J-18808-Ljbffr
Academic Interventionist
Starting Date:
Aug 3, 2026
Job Summary
The Interventionist’s primary purpose is to improve all students’ academic achievement and behavior. Interventionists provide classroom teachers with implementation interventions, plan, implement, and assess intervention services to ensure fidelity.
Qualifications
Professional Educator License (PEL) or eligibility for an appropriate license
Minimum of three (3) successful years of classroom teaching
ESL endorsement (if applicable)
Terms of Employment
This is a 9‑month position with salary and benefits established by the Board of Education. The position retains Harvard Education Association membership and is part of the Collective Bargaining Unit.
Compensation and Benefits
Details are outlined in the Collective Bargaining Agreement (CBA). Employees may reference the CBA for comprehensive information on remuneration and benefits.
FLSA Status
Exempt
Duties and Responsibilities
Facilitates student learning in correlation with the Illinois Learning Standards
Analyzes district assessment data to identify student needs and recommend evidence‑based interventions
Analyzes grades, classes, and individual student academics to increase achievement and inform instructional decisions
Manages and interprets data required to develop, implement, and evaluate Tier 1, 2 & 3 interventions
Collaborates with teachers to ensure core instructional best practices are implemented with fidelity and differentiated instruction meets student needs
Communicates essential questions to clarify learning goals for each lesson
Configures lessons and selects instructional strategies so that all students can answer a lesson’s essential question by its conclusion
Designs daily lessons incorporating WICOR (Writing, Inquiry, Collaboration, Organization, and Reading) for rigor
Creates lessons that include three or more unique learning tasks, at least one whole‑class verbal participation
Assesses student progress toward objectives, expectations, or goals, providing feedback to students, parents, and administration
Monitors student skills individually
Creates student‑centered classroom communities that promote empowerment, academic growth, and social‑emotional well‑being
Manages student behavior to provide a safe and optimal learning environment
Facilitates peer collaboration, purposeful movement, and diverse instructional strategies to engage learners physically and intellectually
Provides intentional instructional resource interaction to support comprehension and retention
Encourages students to set and monitor individualized goals and reflect deliberately within lessons
Implements each student’s Individual Education Plan (IEP) and collaborates with colleagues on modifications or accommodations
Supports students with social‑emotional and behavioral concerns through the MTSS framework
Integrates cultural diversity and appreciation within the curriculum
Uses technology appropriately in teaching and learning
Participates in professional learning communities with instructional staff, school personnel, parents, and community resources to improve outcomes
Attends meetings and professional development to convey and gather required information
Assists with transitions between grade levels
Works collaboratively with parents and the community
Performs additional duties as assigned by the principal or designee or as needs arise
Required Knowledge, Skills, and Abilities
Record of effectiveness in teaching
Excellent planning and organization skills
Ability to work collaboratively with others
Strong verbal communication skills
Willingness to learn continuously
Physical Demands
Frequent sitting and standing for extended periods; repetitive bending, kneeling, stooping, and crouching; walking, talking, hearing, operating a computer and handheld learning devices; reaching with hands and arms; occasionally lifting or moving up to 10 pounds.
ADA
The employer will make reasonable accommodations in compliance with the Americans with Disabilities Act of 1990. This job description will be reviewed periodically as duties and responsibilities change with business necessity. Essential and marginal job functions are subject to modification.
Contact Information
Position: Academic Interventionist
Location: Harvard Community Unit School District 50, Crosby Elementary School, Harvard, Illinois
Employer Contact: Natalie Cowley, Principal
Phone: 815-943-4022
Email: ncowley@cusd50.org
#J-18808-Ljbffr