For more than 100 years, the Christopher House mission has been to strengthen and empower economically disadvantaged children and their families by providing a continuum of educational and human services.
We operate accredited early learning, elementary, and out of school time programs grounded in research-based curricula and high-quality instruction. Understanding that stand-alone education interventions are not enough, Christopher House utilizes a family-centered approach that engages parents and care givers in the child’s healthy development and provides opportunities for sustained economic self-sufficiency for the whole family. Christopher House values high expectations and an educational program that leverages arts integration, project-based learning, parent involvement, celebration of diversity, and a commitment to measurable results. These values are the framework of our learning community and extend to students, parents, teachers, and administrators. These values have resulted in educational services that produce significant returns in student achievement and parental involvement.
We have built on our portfolio of early learning centers to expand this transformative culture into a birth to eighth grade school composed of an Early Childhood and Elementary School. The school is creating unprecedented collaboration between early childhood and elementary educators as well as family support programs. In addition, it will provide foundational exposure during the earliest years of life to our culture of high expectations and academic excellence
Position Objective: Work with the student support specialist and teachers to provide tier 2 and 3 MTSS support to students in grades K-5. (MTSS model of problem solving has three tiers: tier one is high quality instructional program for all students; tier two is targeted interventions for children who are not making typical or expected progress; and tier three is individualized specialist support, typically through special education. The interventionist supports the three tier model of progressive interventions for language, literacy, mathematics and positive behaviors.)
Responsibilities: (Tier two) Support teachers in developing and implementing secondary interventions. Help teachers develop and implement classroom-based, developmentally appropriate interventions for individual children and groups of children to enhance their acquisition of social/emotional and cognitive skills. Support teachers in documenting children’s progress. Participate in the Student Support Team (SST) process with the principal, support staff, parents, and instructional staff.
(Tier three) Implement individualized and tertiary support. Support teaching staff in the implementation of research-based best practices. Monitor student progress on a weekly basis and analyzes data looking for growth and patterns.
Administrative duties as assigned, including but not limited to, supervision of non-instructional time, teacher coaching, class coverage, and resource allocation.
Qualifications: 1-3 years teaching experience in grades K-5, preferably with a similar population. Proven track record of using data-driven assessment to meet the needs of a wide range of learning needs including students in need of remediation and or social/emotional support, accelerated learners, those with identified special needs and English language learners. Proven ability to work successfully with teachers and staff of varying experience and skill levels and effectively communicate.
Education: Bachelor’s degree in Elementary Education or Early Childhood Education; Type 03 or Type 04 Certification preferred.