QUALIFICATIONS

• Education: Bachelor’s Degree
• Professional Certification:
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• DESE teaching license preferred but not required

• Specialized Knowledge:
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• Knowledge of the developmental needs of children

• Strong content-area knowledge and expertise
• Understanding of theories and teaching methodologies along with an understanding of the academic, social, and emotional needs of elementary and/or middle school students
• Working knowledge the Massachusetts Standards-Based curriculum
• Working knowledge of SEL instruction and supports
• Understanding of and commitment to the principles and practices of diversity, equity, inclusion, and social justice as they relate to student engagement and success
• Preferred Experience:
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• Experience working with children in the relevant age group

• Experience providing instruction to children and/or adolescents
• Experience working in a diverse public school preferred
• Experience working with students with disabilities/special abilities preferred
• Experience working with students who are English language learners preferred
• Experience with Google Suite (Drive, Docs, Sheets, Slides, Classroom, etc.) and PowerSchool preferred, but will train the right candidate
• Skills:
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• Demonstrated aptitude for work to be performed

• Bilingual skills, especially in Spanish and Portuguese, are highly desirable
• Strong written and verbal communication skills
• Strong interpersonal skills
• Candidates should have a passion for working with students, families, and colleagues
• Candidates must be flexible and collaborative
• Candidates must be able to multitask in a fast-paced, supportive environment that nurtures student growth
• Candidates must be organized and able to meet ongoing, time-sensitive deadlines for work production
  Such alternatives to the above qualifications as the Superintendent may find appropriate and in conformity with state certification requirements.

WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. The employee must be able to perform the essential functions of the job satisfactorily and, if requested, reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of their job, absent undue hardship.

While performing the duties of this job, the employee is regularly required to:

• move about the classroom, school, school grounds, office, and/or off-site locations.

• • On some occasions, it may be necessary to move quickly across even or uneven surfaces;
• remain in a stationary position for periods of time;
• operate a computer and other school/office productivity machinery (i.e., iPad, copy machine, computer printer, assistive technology, etc.);
• read material from a computer monitor as well as handwritten or printed matter with or without visual aids;
• position oneself to maintain files and access school/classroom/office materials;
• communicate with others so that information received and given is understood and accurately communicated;
• communicate and collaborate effectively with students, parents, and other staff members in person, via video conference, on the telephone, and/or in writing;
• observe details at close range
• in the school setting, ensure the safety of students;
• multitask and meet multiple demands from several people;
• may need to teach and support students with life skills development such as eating, cleaning, and toileting
• lifting up to and including 25 lbs
• the noise level in the work environment is moderate to loud.

ESSENTIAL FUNCTIONS OF THE JOB (NOT LIMITED TO)

The information contained in this job description is for compliance with the American with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

• Help with transition of students at the beginning of the school year

• Conduct assessments of students’ literacy and math skills and conceptual understanding including but not limited to:

• • phonological awareness
• letter knowledge
• basic concepts about print
• comprehension strategies
• written expression
• number sense and concepts
• basic operations
• Provide effective intervention for students identified as being at risk for acquiring literacy and numeracy skills and concepts
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• Provide specialized tutoring in one-to-one and small group sessions

• As needed, provide instruction in auditory discrimination; rhyming discrimination and production; word, syllable and sentence segmentation; letter name and sound identification; concepts about print; and application of basic cueing systems to emergent reading materials
• As needed, provide instruction in number recognition, number sense, basic operations
• Assist classroom teachers to provide small group literacy and math instruction, differentiated to student learning needs
• Provide individual and small group tutorial sessions for at risk learners using Fundations Program, Marie Clay intervention strategies, Kathy Richardson’s Developing Math Concepts learning experiences, and other “best practices” instructional methods
• Collaborate as needed with building reading/math specialist
• Execute support plans resulting from PLC & data meetings
• Works with school leadership to combat systemic barriers that limit student, family, and staff members’ equitable access to opportunity
• Identifies and addresses bias and its impact on rigor and opportunity for students
• Any other duties assigned

While performing the duties of this job, the employee is regularly required to:

• move about the classroom, school, school grounds, office, and/or off-site locations