Temporary Part-time Second Grade Interventionist

Executive Summary West Oxford Elementary is seeking a highly qualified Instructional Interventionist to provide specialized academic support for second-grade students. This temporary part-time position is designed to accelerate student achievement in foundational literacy and mathematics through evidence-based, data-driven pedagogical practices. The successful candidate will demonstrate an advanced understanding of the Science of Reading and a proven track record of moving students toward grade-level proficiency. Primary Responsibilities Evidence-Based Literacy Instruction: Implement explicit, systematic, and diagnostic instruction in alignment with Structured Literacy frameworks, focusing on the five pillars: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Mathematical Intervention: Facilitate targeted numeracy support focusing on conceptual understanding, procedural fluency, and problem-solving strategies within the second-grade scope and sequence. Data Synthesis & Analysis: Interpret standardized assessment data and progress monitoring metrics to design and adjust individualized learning paths for Tier 2 and Tier 3 student cohorts. Instructional Alignment: Collaborate with the general education faculty to ensure intervention strategies provide a cohesive bridge to core Tier 1 curriculum standards. Documentation: Maintain meticulous records of student attendance, intervention dosage, and longitudinal growth to inform Multi-Tiered System of Supports (MTSS) decision-making. Professional Qualifications Educational Attainment: Bachelor's degree in Elementary Education, Special Education, or a related field (Master's degree or Reading Specialist certification preferred). Licensure: Valid state teaching credential with a clear professional record. Pedagogical Expertise: Demonstrated proficiency in the Science of Reading and a comprehensive understanding of cognitive load theory as it pertains to early childhood education. Professional Experience: A minimum of three to five years of classroom experience, with specific expertise in early elementary literacy and math intervention. Core Competencies Systematic Instruction: The ability to break complex skills into manageable, logical steps for learners with diverse needs. Analytical Thinking: Proficiency in utilizing diagnostic tools to identify specific learning gaps. Communication: Exceptional verbal and written communication skills for professional reporting and parent-teacher engagement.

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