Literacy Interventionist and Support Teacher

LOCATION:  Steins Pillar Elementary

DAYS & HOURS:  190 days per year; 7.33 hours per day

START DATE:  August 31, 2026

APPLICATION DEADLINE:  Open Until Filled

 

COMPLETE JOB DESCRIPTION

 

Position Title:  Literacy Interventionist and Support Teacher

Department:  Teaching and Learning

Reports to:  Principal 

FLSA Status:  Exempt

 

DESCRIPTION OF THE POSITION: 

The primary purpose of this position is to promote and develop successful group and individual reading instruction for students through evidence-based literacy instruction and assessment strategies and programs in accordance with HB 3198 and the Early Literacy Initiative Grant.  This position plays a crucial role in enhancing literacy skills, fostering a love for reading, and ensuring that every student has the opportunity to succeed. 

 

ESSENTIAL REQUIREMENTS:

• Holds an appropriate license from the Teacher Standards and Practices Commission in the State of Oregon.
• Experience in elementary literacy instruction and intervention
• Strong communication skills and collaboration skills
• Reading Endorsement Preferred

ESSENTIAL DUTIES AND RESPONSIBILITIES

The essential duties and responsibilities have been extracted from Oregon Administrative Rules related to educators. Employees in this position perform some or all of the following tasks.  Other duties may be assigned. 

• Maintain appropriate licenses and training hours as required.
• Comply with applicable District, state, local and federal laws, rules and regulations.
• Adhere to all standards established by Teachers Standards and Practices Commissions for Competent and Ethical Educator.
• Attend work regularly. 

1. Assessment

• Implement a variety of assessment instruments to determine instructional needs of students in reading.
• Collect, organize, analyze and monitor student data.
• Maintain appropriate and accurate records of student performance.

2. Curriculum and Instruction

• Demonstrate knowledge of and ability to use research based principles of effective reading instruction, District approved and State mandated Standards.
• Prepare daily lesson plans for all groups/individuals that address student skill needs.
• Employ effective instructional strategies, including but not limited to organizing instruction using learning objectives with clearly defined student outcomes, communicating learning goals, selecting teaching strategies emphasizing active student engagement, balancing direct instruction with guided and individual practice, regularly assessing student progress and communicating growth with students.
• Demonstrate knowledge and use of technology for educator effectiveness (computer use, email, spreadsheets, WWW, etc.) and appropriate educational technology (computers/laptops, iPads/apps, etc.). 

3. Environment

• Develop and maintain an environment conducive to effective student learning.
• Develop, communicate, and enforce expectations for student behavior and participation.
• Communicate goals and academic expectations to students.
• Provide students with feedback on their performance so they can take an active role in their own success.
• Provide for the health and safety of all in students in all instructional settings.
• Exhibit personal interest and encourage student interest in reading. 

4. Communication

• Communicate effectively and professionally with administration, staff, parents, and students.
• Provide timely and accurate feedback/documentation of student progress to staff, parents, students, and
• Keep staff and parents informed through written and oral communication. 

• Instructional Leadership
• Act as an instructional leader in the area of reading providing information and assistance to staff about best reading practices.
• Assist staff in ordering, organizing, preparing and or locating reading materials.
• Develop and or assist in developing professional development opportunities for teachers and educational assistants, specifically in the area of reading/language arts.
• Instruct, direct, supervise, and evaluate assigned educational assistants to maximize delivery of instructional services and promote student growth. 

5. Parent Involvement

• Collaborate with parents to provide enriching educational opportunities for families to increase student success in reading. 

6. Professional Growth and Development

• Develop and implement annually an approved plan for professional growth and development.
• Identify and request to attend professional workshop opportunities intended to increase teacher’s knowledge and effectiveness.
• Participate in School and District organized in-service opportunities.
• Maintain an awareness of current research on effective reading instruction and learning strategies. 

7. Relationships

• Develop and maintain positive interpersonal relationships.
• Model personal behaviors of honesty, fairness, courtesy, consideration, and integrity.
• Maintain cooperative relationships with administration, staff, colleagues, educational assistants, parents and families, and students. 

8. Other Duties

• Perform other related duties as assigned by the Principal, Superintendent, and Supervisor.
• Perform duties in accordance with District policies and terms set forth in the negotiated contract.
• Assist in the enforcement of school and District rules and policies.
• Assume a share of responsibility for non-classroom roles and student activities within the school workday.

Curriculum and Instruction (OAR 584-020-0015)

• The competent educator measures success by the progress of each student toward realization of personal potential as a worthy and effective citizen. The competent educator stimulates the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of goals as they are appropriate for each individual.
• The competent teacher demonstrates:

1. Use of state and district adopted curriculum and goals;
2. Skill in setting instructional goals and objectives expressed as learning outcomes;
3. Use of current subject matter appropriate to the individual needs of students;
4. Use of students' growth and development patterns to adjust instruction to individual needs consistent with the number of students and amount of time available; and
5. Skill in the selection and use of teaching techniques conducive to student learning.

 

Supervision and Evaluation (OAR 584-020-0020)

• The competent educator is a student of human behavior and uses this knowledge to provide a climate that is conducive to learning and that respects the rights of all persons without discrimination. The competent educator assumes responsibility for the activities planned and conducted through the district's program, and assists colleagues to do the same. The competent educator gathers relevant information and uses it in the planning and evaluation of instructional activities. 

• The competent teacher demonstrates:

1. Multiple ways to assess the academic progress of individual students;
2. Skill in the application of assessment data to assist individual student growth;
3. Procedures for evaluating curriculum and instructional goals and practices;
4. Skill in the supervision of students; and
5. Skill in differentiating instruction.

 

Management Skills (OAR 584-020-0025)

• The competent educator is a person who understands students and is able to relate to them in constructive and culturally competent ways. The competent educator establishes and maintains good rapport. The competent educator maintains and uses records as required, and as needed to assist the growth of students.
• The competent teacher demonstrates skills in:
  1. Establishing and maintaining classroom management that is conducive to learning;
  2. Using and maintaining district property, equipment, and materials appropriately;
  3. Using and maintaining student records as required by federal and state law and district policies and procedures;
  4. Using district and school business and financial procedures; and
  5. Using district lawful and reasonable rules and regulations.

 

Human Relations and Communications (OAR 584-020-0030)

• The competent educator works effectively with others __ Students, staff, parents, and patrons. The competent educator is aware of the ways the community identifies with the school, as well as community needs and ways the school program is designed to meet these needs. The competent educator can communicate with knowledge, clarity, and judgment about educational matters, the school, and the needs of students.
• The competent teacher demonstrates:
  1. Willingness to be flexible in cooperatively working with others; and
  2. Skill in communicating with administrators, students, staff, parents, and other patrons.

 

Responsibilities of Teachers (OAR 584-036-0011)

Teacher performs the following tasks: plans instruction, establishes a classroom climate conducive to learning, implements plans for instruction, evaluates student achievement, and appropriately directs instructional assistants:

• Plans for Instruction. Examples of planning include, but are not limited to:
  1. Selects or writes learning goals that are based upon district objectives, Oregon Board of Education directives, and the physical and mental maturity of the students;
  2. Determines the current achievement level of the students with respect to the learning goals;
  3. Establishes objectives for a unit of instruction, formulates daily lessons and evaluates students' attainment of learning goals;
  4. Adapts unit and lesson plans for exceptional learners and for students from varying cultural, social, and linguistic backgrounds;
  5. Selects and organizes instructional materials and equipment for the units of instruction;
  6. Designs instructional activities to achieve unit and lesson objectives; and
  7. Estimates the time required for direct instruction, students' practice and application, and evaluation of student learning. 

• Establishes a classroom climate conducive to learning by students. Examples of establishing conducive climate include, but are not limited to:
  1. Communicates classroom rules and behavioral expectations based upon the level of development of students and laws governing student rights and responsibilities;
  2. Applies principles of sex equity, racial justice, and least restrictive environment for disabled students;
  3. Recognizes the effects of the physical, social, and emotional climate of the students' homes and community on student motivation and behavior;
  4. Encourages appropriate behavior and provides meaningful reinforcement when it occurs;
  5. Monitors student conduct and takes appropriate action when misbehavior occurs;
  6. Interacts thoughtfully and courteously with students, colleagues, and parents and resolves conflicts in a professional manner;
  7. Uses classroom time effectively to provide maximum time on learning tasks;
  8. Manages instructional transitions; and
  9. Coordinates the use of parent volunteers, student assistants, and other support personnel to achieve instructional objectives. 

• Implements Plans for Instruction. Examples of instruction include, but are not limited to
  1. Organizes students to engage in planned learning activities;
  2. Communicates learning outcomes to be achieved and focuses student interest on tasks to be accomplished;
  3. Provides instruction using a variety of instructional techniques to achieve planned objectives;
  4. Monitors the effectiveness of learning activities and modifies the pace and content of instruction as needed to achieve unit and lesson objectives; and
  5. Uses techniques that promote critical thinking and problem solving and that encourage divergent as well as convergent thinking. 

• Evaluates Student Achievement. Examples of evaluation include, but are not limited to:
  1. Selects and uses tests, observation, student interviews, and other formal and informal assessment procedures to determine the extent to which each student has achieved the objectives of the lesson and/or unit of instruction;
  2. Grades and records the students' progress, prepare anecdotal records, and reports achievement to students and parents;
  3. Summarizes the data on student achievement in relationship to instructional objectives;
  4. Uses data on student achievement to refine curriculum objectives and to plan further instruction; and
  5. Documents teaching effectiveness through assembling and analyzing samples of students' work. 

• Directs Instructional Assistants. Examples of directing instructional assistants include, but are not limited to:
  1. Delegates specific instructional tasks to be performed for individual students or groups of students in accordance with the skills and abilities of each instructional assistant;
  2. Trains the assistant in the instructional tasks to be performed under the teacher's supervision;
  3. Supervises and assesses the performance of delegated instructional tasks and adjusts delegated tasks as necessary;
  4. Assumes full accountability for effectiveness and safety of tasks delegated to instructional assistants.

 

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned. 

1. Serve on building, District and school committees and councils.
2. Report issues to authorities as necessary, such as animal control, suspicious activity etc.

 

SUPERVISORY RESPONSIBILITIES

This position may supervise volunteers, student aides, and instructional assistants.  All school employees have some responsibility for supervising students and assisting in maintaining a safe environment.

 

 

REQUIRED KNOWLEDGE AND ABILITIES

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Knowledge of the Oregon Framework and Common Core State Standards
• Effective facilitation and coaching skills
• Excellent verbal and written communication skills
• Ability to present before groups of various sizes
• Ability to work well in a collaborative team environment

 

QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit.  Demonstrated ability to successfully work with adolescent students and public.
• Ability to communicate fluently verbally and in writing in English. Ability to respond to common inquiries or complaints from students, parents, staff or members of the community.  Ability to draft simple correspondence and some routine reports.  Ability to read and interpret documents such as safety rules, operating and maintenance instructions and procedure manuals. 
• Ability to add, subtract, multiply and divide. Ability to perform these operations using units of American money and weight measurement, volume and distance.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. 
• Proficiency in the usage of database software, internet software, e-mail and word processing software. Ability to proficiently use the following programs strongly preferred: ESIS, MS Word, Outlook, and Excel.  Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents, members of the community and others including vendors, law enforcement and other agencies. Ability to exercise good judgment and work in an environment with constant interruptions. 
• Must hold a valid Oregon Teaching License with the appropriate endorsement and authorization for the assignment. Licenses as determined by the District including a valid Oregon Driver License and ability to obtain a valid CPR/First Aid card.

The Competent Educator (OAR 584-020-0010)

The educator demonstrates a commitment to:

1. Recognize the worth and dignity of all persons and respect for each individual;
2. Encourage scholarship;
3. Promote democratic and inclusive citizenship;
4. Raise educational standards
5. Use professional judgment; and
6. Promote equitable learning opportunities.

 

The Ethical Educator (OAR 584-020-0035)

The ethical educator is a person who accepts the requirements of membership in the teaching profession and acts at all times in ethical ways. In so doing the ethical educator considers the needs of the students, the district, and the profession.

• The ethical educator, in fulfilling obligations to the student, will:
  1. Keep the confidence entrusted in the profession as it relates to confidential information concerning a student and the student's family;
  2. Refrain from exploiting professional relationships with any student for personal gain, or in support of persons or issues; and
  3. Maintain an appropriate professional student-teacher relationship by:
  4. Not demonstrating or expressing professionally inappropriate interest in a student's personal life;
  5. Not accepting or giving or exchanging romantic or overly personal gifts or notes with a student;
  6. Reporting to the educator's supervisor if the educator has reason to believe a student is or may be becoming romantically attached to the educator; and
  7. Honoring appropriate adult boundaries with students in conduct and conversations at all times.
• The ethical educator, in fulfilling obligations to the district, will:
  1. Apply for, accept, offer, or assign a position of responsibility only on the basis of professional qualifications, and will adhere to the conditions of a contract or the terms of the appointment;
  2. Conduct professional business, including grievances, through established lawful and reasonable procedures;
  3. Strive for continued improvement and professional growth;
  4. Accept no gratuities or gifts of significance that could influence judgment in the exercise of professional duties; and
  5. Not use the district's or school's name, property, or resources for non-educational benefit or purposes without approval of the educator's supervisor or the appointing authority.
• The ethical educator, in fulfilling obligations to the profession, will:
  1. Maintain the dignity of the profession by respecting and obeying the law, exemplifying personal integrity and honesty;
  2. Extend equal treatment to all members of the profession in the exercise of their professional rights and responsibilities; and
  3. Respond to requests for evaluation of colleagues and keep such information confidential as appropriate. 

 

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

While performing the duties of this job, the employee is regularly required to talk or hear.  The employee is frequently required to walk; sit; use hands for fine manipulation, handle or feel and reach with hands and arms.  The employee is frequently required to stand and stoop, kneel, crouch or crawl.  The employee must regularly lift and/or move up to 25 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include close, distance and peripheral vision, depth perception and ability to adjust focus.

 

Work Environment:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

Occasionally perform work beyond a standard 40-hour work week when work-load requires.

 

 

 

 

Note:  This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job.  This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment.  The school district may add to, modify, or delete any aspect of this (or the position itself) at any time as it deems advisable.