MIDDLETOWN PUBLIC SCHOOLS

Mission Statement:

Middletown Public Schools cultivates the brilliance in each student.

Values and Belief Statements:
Empowerment: Middletown Public Schools empowers its students with the knowledge
and skills to create lives brimming with purpose, passion and fulfillment.
Community: Middletown Public Schools harnesses the power of community by
fostering an environment of mutual understanding and appreciation.
Growth: Middletown Public Schools encourages a culture of growth and exploration,
inspiring lifelong learners.
Authenticity: Middletown Public Schools embraces each person’s authenticity and
cultivates an inclusive culture that brings about a sense of belonging.

REPORTS TO: Building Principal / Middle School Administration

POSITION PURPOSE: MPS Secondary Literacy Interventionists, reporting to the Building Principal and Director of ELA and working in conjunction with middle school content-area teachers, will provide targeted literacy support and implement evidence-based reading and writing instruction, personalized learning, educational software, and virtual learning strategies with students. The primary goal is to accelerate adolescent literacy development.

ESSENTIAL DUTIES AND RESPONSIBILITIES (examples of): The following duties are representative of the essential functions of the position. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform these functions. Provides high-quality, targeted literacy instruction to individual students and small groups. Uses screening, diagnostic, and progress-monitoring data to tailor instruction for middle school students and bring their literacy skills to grade level. Uses identified research-based secondary interventions focused on phonemic awareness, advanced decoding, fluency, vocabulary acquisition, and complex text comprehension. Maintains data-based documentation of continuous monitoring of student performance and growth. Provides data to school teams (e.g., MTSS teams) and actively participates in collaborative decisions regarding student progress. Participates in Planning and Placement Team (PPT) meetings, team/grade-level meetings, and conferences with teachers, administration, and families regarding student literacy progress. Administers and interprets diagnostic reading assessments for students as needed. Supports the implementation of district-wide assessment tools and data management systems. Attends professional development and training appropriate for adolescent literacy instruction to continually improve instructional knowledge and skills. Collects and analyzes student performance data as it relates to secondary reading, writing, and language arts skills. Communicates student progress to content-area classroom teachers, building administration, instructional coaches, and humanities leadership as needed. Provides insights and regular updates to parents/guardians throughout the literacy intervention process. Promotes positive behavior and engagement during all activities and transitions through effective implementation of Social-Emotional Learning (SEL) strategies tailored for early adolescents. Performs other reading/literacy support duties as assigned by the building principal or Director of ELA. Provides classroom coverage to support building needs when necessary. Performs other responsibilities as assigned by the Principal or Director of ELA.

MINIMUM TRAINING AND EXPERIENCE REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS: Certification Strongly Preferred: CT Secondary English (015), Middle Grades English/Language Arts (215), or Remedial Reading & Remedial Language Arts (102)

Bachelor's Degree Required (Master’s Degree in Reading or Adolescent Literacy preferred). Demonstrated instructional proficiency in secondary literacy, discipline-specific reading, and adolescent reading development. Experience with evidence-based secondary reading interventions, structured literacy, and comprehension strategies for middle schoolers. Demonstrated ability to motivate and engage middle school students in learning activities, digital platforms, and blended learning environments to achieve literacy growth. Knowledge and experience with the Connecticut Core Standards in ELA/Literacy for Grades 6–8 and differentiated instructional teaching strategies. Excellent interpersonal, collaborative, and communication skills suitable for a middle school team environment. Ability to apply instructional strategies for differentiated instruction across diverse learning styles. Strong organizational and time-management skills. Ability to collect, analyze, and translate data into actionable recommendations for student instructional programs. Ability to build and maintain positive, effective relationships with school administrators, interdisciplinary team staff, students, and families.

LOCATION OF VACANCY: BOARD OF EDUCATION - BEMAN MIDDLE SCHOOL

SCHEDULE AND BENEFITS: 30-minute unpaid lunch. Interventionists will be provided with five (5) paid sick days and one (1) paid personal day. Interventionists are not entitled to paid holidays. Sick and personal days must be used during the assigned work year or forfeited on June 30th of the school year. Employees are not reimbursed for unused sick or personal days if and when their employment is ended. 7:50 A.M. - 2:50 P.M. (32.5 Hours per week) Non-Bargaining

Disclaimers:

The supplemental job description lists typical examples of work and is not intended to include every job duty and responsibility specific to a position. An employee may be required to perform other related duties not listed on the supplemental job description provided that such duties are characteristic of that classification. This job description reflects management's assignment of essential functions; it does not prescribe or restrict the tasks that may be assigned. Connecticut requires that any person (teachers, administrators, special service staff members, teachers' aides, custodians, cafeteria employees, etc.) who is hired by a local or regional board of education submit to a state and national criminal history record check within the first 30 days of the date of employment. The process includes the checking of fingerprints by the State Police Bureau of Identification and the F.B.I. The results of the criminal history record checks (both state and federal) are reported to the employing school district. If the district receives notice of a conviction of a crime by a person holding a certificate, authorization or permit issued by the State Board of Education, the district shall notify the Bureau of Certification and Professional Development.

STATEMENT OF NON-DISCRIMINATION
The Middletown Board of Education is an affirmative action/equal opportunity employer, and it does not discriminate on the basis of race, color, religious creed, age, marital status, military or veteran status, national origin, ancestry, alienage, sex, gender identity or expression, sexual orientation, disability or pregnancy in any of its education programs, activities, or employment policies. All educational programs and offerings, including vocational education and extracurricular activities, subscribe to this policy.

Literacy Interventionist - Beman Middle School