academic intervention specialist

Nooksack Indian Tribe

<div><p><b>JOB CLOSING DATE: March 29, 2026</b></p><p><b>
JOB LOCATION: Everson/Bellingham area (Timber Ridge)</b></p><p></p><p><br>
Job title: Youth Academic Intervention Specialist</p><p>
Department: Education</p><p>
Reports To: Education Director</p><p>
Job Status: Full-time</p><p>
Type: Non-Exempt (Hourly)</p><p>
Grade: I</p><p></p><p><br>
JOB SUMMARY:</p><p>
Manage Teen Enrichment and Prevention Program and provide the precious young people of the tribe with opportunities to expand their knowledge and skills which are their cultural gifts while impairing training in the tools and techniques to make healthy and beneficial life choices. In addition, conducting educational experiences that will equip and guide them to choose a career that will not only grant hem personal satisfaction of self-suffiency but also a secure living. Assist the Si:wesa:ylhem tset Class by providing credit retrieval daily classes along with educational, career, cultural, prevention, and physical activities, thus increasing the graduation rate for the Tribe's youth.</p><p></p><p><br>
MAJOR TASKS AND RESPONSIBILITIES:</p><div><ul><li>
Work with At-risk teens, address individual needs, promote healthy lifestyle choices and individual leadership skills.</li><li>
Provide referral to Assistant for classes for credit retrieval/graduation requirement completion.</li><li>
After school tutoring 6th &mdash; 12th grades.</li><li>
Mentor and work with the youth council to create and conduct projects for the tribe's young pe</li><li>
Supervise emerging Adult Program</li><li>
Plan, budget, and conduct cultural, preventive, educational and enrichment activities.</li><li>
Collaborate with tribal, educational, community, and recreational providers to access resources for programs.</li><li>
Travel to promote healthy youth development with intellectual and physical activity experiences.</li><li>
Provide regular communications on progress and activities through reports and tribal newsletter articles and other available communications conduits</li><li>
Oversee youth council participants and guide their activity, planning, budgeting and project implementation. Provide referrals to the Tribal between local school districts to track grades, attendance and refer at-risk students to social worker/service while targeting community resources to help teens. Implement parent-teacher conferences with local school districts.</li><li>
Manage Emerging Adult and prevention program.</li><li>
Recruit and promote elder and family engagement/participation for volunteer opportunities and community service.</li><li>
Develop life skills programs, career exploration-campus visitations, college prep, college readiness skills, workshops and provide other opportunities to promote healthy youth development.</li><li>
Include youth with disabilities and make accommodations if necessary to ensure full inclusion and participation for all Nooksack tribal teens.</li><li>
Inspire youth to be vibrant, contributing members of their tribe and community and cultivate a lover for their culture and the drive to be life-long learners.</li></ul></div><p></p><p><b><br>
OTHER DUTIES:</b></p><p>
Because of the Tribe's commitment to community service and the well-being of its members, each employee may be expected to perform a wide range of office and field duties from time to time. Such duties may or may not be related to their regular responsibilities.</p><p></p><p><b><br>
PREFERENCE:</b></p><p>
 Indian Preference Policy applies to this and all positions with the Nooksack Indian Tribe.</p><p></p><p><b><br>
MINIMUM QUALIFICATIONS:</b></p><p>
The following qualifications are required for the incumbent to have, in order to be considered for the position.</p><p></p><p><b><br>
REQUIERED EDUCATION, EXPERIENCE AND TRAINING FOR POSITION:</b></p><div><ul><li>
Minimum Bachelor's Degree from an accredited College or University and a Teacher's Certification</li></ul></div><p>
Or</p><div><ul><li>
8 years of directly related experience.</li><li>
Minimum of three years in a leadership position working with youth in an educational or institutional setting</li><li>
Tribal Sovereignty Training/Knowledge</li></ul></div><p></p><p><b><br>
REQUIRED SKILLS/KNOWLEDGE/ABILITIES POSITION:</b></p><div><ul><li>
Management: Possess time management skills to meet deadlines and follow through on project goals and objectives, problem solve, make decisions, manage conflict</li><li>
Supervision Ethical and Professional Behaviors: Cultivate, collaborate relationships with Youth and youth develop program agencies, cooperatively be a team member, communicate effectively, problem solve, make decisions, manage conflict, lead volunteers and chaperones, ability to assign new tasks to subordinate, discipline following tribal employee policy manual, ensure male/female chaperones are present.</li><li>
Educational program planning: implementation, monitoring, evaluating, communicate effectively, work independently, cultivating collaborative relationships with youth and youth development program agencies, organize educational, cultural, and career activities and coordinate groups of people, provide inclusion and accommodative strategies, develop administer self-made program surveys, design, plan, implement, monitor youth prevention activities and program and youth council</li><li>
Research; communicate effectively both orally and written, work independently, technology skills, collage data, administer surveys, problem solve, make decisions, maintain records, develop reports using software. Providing data for reports and program sustainability.</li><li>
Budget: possess time management skills to meet deadlines and follow through on project goals and objectives, communicate effectively, problem solve, make decisions, maintain records, develop reports using software</li><li>
Collaboration knowledge of coastal traditions and ceremonies, working with NW tribal communities and local school districts, communicate effectively both orally and written, attending workshops, meetings, task force sessions, being up to date with policy and analysis in relationship to youth meetings with government agencies and other stakeholders, cultivate collaborative relationships with youth and youth development program agencies, cooperatively be a team member.</li><li>
Experience working with schools, community groups and other agencies.</li><li>
Technology: proficient with office (word, publisher, excel, PowerPoint) &mdash; software keyboarding skills, ability to develop reports, maintain records and data, interpret surveys</li></ul></div><div><ul><li>
Referral systems: knowledge of wrap around services, ethical and professional behavior at all times, maintaining confidentiality, safeguarding personal records and personal information, communicate effectively both orally and written.</li><li>
Experience in planning and implementing educational, cultural and prevention trips, events, and activities locally, nationally, and internationally.</li><li>
Ensure safety of all participants in all activities and excursions</li><li>
As a mandated reporter, report when a youth's safety, health and wellbeing are being compromised; when to make a referral to genesis, behavioral health, or a social worker</li><li>
Choosing and/or creating curriculum to meet needed education goals and graduation requirements. Concurrently seeking out enrichment, prevention, and career exploration activities that will provide inspiration and motivation for all participants of the program</li><li>
Creating/finding/planning unique cultural, educational, and prevention activities and implementing same selections of participants based on recording their merits, delinquency, suspension, school performance including attendance</li></ul></div><p></p><p><b><br>
REQUIRED CONDITIONS OF EMPLOYMENT:</b></p><div><ul><li>
Must pass alcohol/drug test at time of hire and throughout employment.</li><li>
Must pass criminal background check at time of hire and periodically thereafter.</li></ul></div><p></p><p><b><br>
REQUIRED LICENSES OR CERTIFICATIONS:</b></p><div><ul><li>
Must have and maintain throughout employment a valid Washington State Driver's License and meet the insurability requirements of the Tribe. (Must Provide Driving Abstract at time of hire).</li><li>
CPR and First Aid Certification e Training in Mental Health First Aid, Adolescent Psychology, Suicide Prevention, Substance Abuse Prevention.</li></ul></div><p></p><p><b><br>
PHYSICAL REQUIREMENTS (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.):</b></p><div><ul><li>
The standard work week is Monday through Friday (occasionally may have to work evenings)</li><li>
While performing the duties of this job, the employee is regularly required to sit for long periods and frequently required to talk and listen.</li><li>
Sitting for extended periods while at a desk or in meetings.</li><li>
Manual dexterity to operate a keyboard, calculator, and telephone system Ability to lift up to 20+ pounds without assistance occasionally.</li><li>
Typical office setting with environmentally controlled conditions.</li><li>
Read, write, speak and understand English</li><li>
Ability to listen, understands customers, and has the ability to translate rules, regulations, and policies to clients so they understand the issues/problems.</li><li>
Operate in mentally and physically stressful situations with composure.</li><li>
May have to walk/drive between office locations under a variety of conditions.</li><li>
Must be able to bend, reach, kneel, twist, and grip from assigned work areas.</li></ul></div><p></p><p><b><br>
DESIRED SKILLS/KNOWLEDGE/ABILITIES POSITION:</b></p><p>
The following qualifications are preferred/helpful for the incumbent who has these skills/knowledge or abilities for this position.</p><div><ul><li>
Masters of Education or similar preferred</li><li>
Patience, empathy, and a passion for working with youth.</li><li>
A vision in line with the goals of tribal leadership and the energy to make that vision a reality.</li><li>
Genuine respect for others and the determination to treat all individuals with dignity.</li></ul></div><p></p><p><br>
I have read and understand the position requirements as stated above I further, understand that occasionally I may be instructed to perform duties that are not listed above but are relative to my position.</p></div>

Youth Academic Intervention Specialist

Cherokee County

<div>Job Summary Intervention Teacher (Grades 7&ndash;12)
<p>Start Date: 2026&ndash;2027 School Year
<br>
Funding Source: CSI Funds</p>
<p>The school is seeking a qualified Intervention Teacher to support students in grades 7&ndash;12, with a focus on students with disabilities and other at-risk learners. This CSI-funded position is designed to improve academic outcomes for the special education subgroup through targeted interventions and tutoring.</p>
Key Responsibilities
<ul><li><p>Provide small-group and individualized academic interventions aligned to state standards.</p>
</li><li><p>Support implementation of standards-based IEP goals in collaboration with special education staff.</p>
</li><li><p>Provide tutoring and targeted support to help students progress toward grade-level proficiency.</p>
</li><li><p>Use student data to monitor progress and adjust instruction.</p>
</li><li><p>Collaborate with general education teachers, special education staff, and administrators.</p>
</li><li><p>Maintain required documentation and progress monitoring records.</p>
</li></ul>Qualifications
<ul><li><p>Valid Alabama Professional Educator Certificate.</p>
</li><li><p>Bachelor&rsquo;s degree in Education or related field.</p>
</li><li><p>Experience working with students with disabilities and/or at-risk students.</p>
</li><li><p>Knowledge of standards-based instruction and intervention strategies.</p>
</li><li>Meet background clearance requirements as specified by Alabama statutes and State Board of Education regulations
</li></ul>Preferred Qualifications
<ul><li><p>Special Education endorsement or intervention experience.</p>
</li><li><p>Experience working with students in grades 7&ndash;12.</p>
</li></ul><p><b>Salary Range:</b> According to Cherokee County Schools Salary Schedule. Actual salary will be determined by degree and verified experience.</p>
<p>Salary Schedule: https://www.cherokeek12.org/en-US/human-resources</p>
<p><b>Additional Information: </b>Please contact the school principal for any additional inquiries.
</p><p><b>Terms of Employment:</b> Nine-month (187-day) contract</p>
<p>School Directory Link: https://www.cherokeek12.org/en-US/schools</p>
<p>This job description describes the general nature and level of work performed by employees assigned to this position. It is not intended to be an exhaustive list of all job goals, qualifications, and responsibilities and the employee may be required to perform other related duties as assigned. This job description is not a contract, and is not intended to be a contract. The Cherokee County Board of Education reserves the right to amend the job description as needed.</p></div>

Intervention Teacher - Tentative Posting

Saint Paul Public Schools

<div><h2 class="jobSectionHeader"><b>General Information</b></h2><div><br>
<div><div>
</div><p><b>GENERAL INFORMATION</b><br>
Saint Paul Public Schools (SPPS) is looking to hire a full-time <b>TEMPORARY </b>Intervention Specialist 10 mo for our RiverEast Elem/Secondary in St. Paul, MN. This position will end on <b>June 12, 2026</b>. We are aiming to fill this role in 2 - 4 weeks.<br>
<br>
<i>To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were actually written out in this job description.</i><br>
<br>
<b>Position Summary</b><br>
Intervention Specialists play a vital role in fostering a safe, inclusive, and supportive school culture and climate. They proactively and intentionally establish, maintain and repair relationships with students, staff, and families. They support tier 1 (schoolwide/universal), tier 2 (targeted/small group), and tier 3 (intensive/individual) academic, social emotional, and behavior supports and interventions.<br>
<br>
<b>Reporting Relationship</b><br>
Works under the moderate and technical supervision of a building administrator or department head. Provides coordination and support for licensed and non-licensed staff involved in student interventions.<br>
<br>
<b>Minimum Qualifications:</b><br>
&iquest; Bachelor&iquest;s degree with two (2) years of experience working with children or adolescents in educational, behavioral, or youth development settings; <i>OR</i> an equivalent combination of education, training, and relevant professional experience.<br>
&iquest; Demonstrated knowledge of academic and/or behavioral intervention strategies.<br>
&iquest; Experience working with diverse student populations and families.<br>
<br>
<b>Preferred Qualifications</b><br>
&iquest; Bachelor&iquest;s degree in education, psychology, social work, human services, or a related field.<br>
&iquest; Experience with Multi-Tiered Systems of Support (MTSS), PBIS, restorative practices, and trauma-informed care.<br>
&iquest; Experience providing direct student support in academic or behavioral intervention programs.<br>
&iquest; Experience facilitating restorative conversations, mediation, or conflict resolution.<br>
&iquest; Bilingual or multilingual skills.<br>
<br>
<b>Knowledge, Skills, and Abilities</b><br>
&iquest; Knowledge of Multi-Tiered Systems of Support (MTSS), Positive Behavioral Interventions and Supports (PBIS), and restorative practices.<br>
&iquest; Knowledge of child and adolescent development, culturally responsive pedagogy, and trauma-informed practices.<br>
&iquest; Knowledge of effective instructional and tutoring strategies across multiple subject areas.<br>
&iquest; Knowledge of behavior management strategies, conflict resolution, and de-escalation techniques.<br>
&iquest; Skill in building strong, trust-based relationships with students, families, and colleagues.<br>
&iquest; Skill in analyzing and interpreting academic and behavioral data to inform interventions.<br>
&iquest; Skill in facilitating restorative conversations, student success planning, and conflict resolution.<br>
&iquest; Ability to communicate effectively, both orally and in writing, with diverse audiences.<br>
&iquest; Ability to model and coach classroom management strategies for licensed and non-licensed staff.<br>
&iquest; Ability to collaborate effectively in team settings and contribute to schoolwide initiatives.<br>
&iquest; Ability to adapt to changing student needs and shifting school priorities.<br>
&iquest; Ability to maintain confidentiality and exercise sound judgment in sensitive situations.<br>
<br>
<b>Essential Job Duties</b><br>
<br>
The essential job functions include, but are not limited to, the following fundamental duties:<br>
<br>
<b>Direct Student Support</b><br>
&iquest; Support tier 1 (schoolwide/universal) systems, procedures, and practices.<br>
&iquest; Coordinates the activities of programs to improve student achievement and/or behavior.<br>
&iquest; Provides tutoring support and work direction to students in a variety of subject areas.<br>
&iquest; Create/co-create success plans for students; facilitate, progress monitor, and document Tier 2 and Tier 3 interventions.<br>
&iquest; Facilitate and/or support the use of reset/calming/sensory spaces with clear structure, routines, and restorative expectations.<br>
&iquest; Facilitate restorative chats, conversations, and repair/restore circles/conference, and classroom re-entry meetings that support both teacher and student needs.<br>
&iquest; Support student attendance initiatives and serve as a consistent social, emotional, and academic support system for students.<br>
&iquest; Respond to support calls with the goal of restoration, reflection, and return to learning.<br>
&iquest; Participate in welcome back meetings following dismissals and/or suspensions.<br>
<b>Data Collection, Analysis, &amp; Reporting</b><br>
&iquest; Collect, document, and analyze student academic and behavioral data to identify needs, monitor progress, and guide interventions.<br>
&iquest; Maintain accurate, timely, and complete records of success plans, interventions, and Office Discipline Referrals in Infinite Campus or other designated SPPS systems.<br>
&iquest; Consistently ensure data entry and management practices are in accordance with district guidelines and timelines.<br>
&iquest; Generate progress data and reports for administrators, teachers, and families as requested by building administration, ensuring clarity and accessibility.<br>
&iquest; Use data to monitor schoolwide and individual student behavior and academic trends, adapting strategies and interventions as needed.<br>
&iquest; Use data to monitor schoolwide and individual student behavior and academic trends, adapting strategies and interventions as needed<br>
<b>Collaboration with School Teams &amp; Families</b><br>
&iquest; Collaborate and communicate with staff to align interventions with schoolwide and classroom goals.<br>
&iquest; Model and/or coach classroom management strategies for school staff, both during scenario-based sessions and in real-time situations.<br>
&iquest; Provide behavior management training and professional development opportunities for non-licensed staff, around topics that include tutoring student support, Building and maintaining proactive, trust-based relationships with families; providing regular communication regarding student strengths, needs, and success plans.<br>
&iquest; Active participation in MTSS (PBIS, SAT, SST, MHT, etc.) teams/meetings to align supports and interventions.
<br>
&iquest; Collaborate and communicate with community partners (i.e., mentoring programs, after school organizations) to align supports, increase access to resources, and strengthen student, family, and school connections.<br>
<br>
<b>District &amp; School-Wide Initiatives</b><br>
&iquest; Assist in the development and implementation of innovative methods for supporting students&iquest; academic achievement and behavior success.<br>
&iquest; Develop communications to ensure staff are aware of academic achievement activities, restorative practices, and behavior management strategies.<br>
&iquest; Attend and actively participate in district PLCs, professional development, and workshops (e.g., NVCI/De-escalation, Restorative Practices, Check &amp; Connect, Tier 2 &amp; 3 Interventions, Data Collection &amp; Monitoring).<br>
&iquest; Contribute to district initiatives such as the district&iquest;s strategic plan by collaborating with colleagues to enhance student achievement and sustain aligned resources.<br>
<br>
<b>Non-Instructional Supervision (e.g., Lunchroom, Hallway, Bus Duty)</b><br>
&iquest; Monitor student behavior to promote a safe, respectful, and orderly environment.<br>
&iquest; Encourage positive social interactions and address inappropriate language or conduct.<br>
&iquest; Maintain cleanliness by directing students to dispose of trash properly and keep shared spaces tidy.<br>
&iquest; Assist with seating and movement patterns to support inclusivity and minimize disruptions.
<br>
&iquest; Maintain visibility in high-traffic areas during passing times, transitions, and bus arrival/dismissal times.
<br>
&iquest; Encourage timely movement between locations to reduce tardiness.<br>
&iquest; Prevent loitering, roughhousing, and other inappropriate behaviors.
<br>
&iquest; Foster a positive school climate by greeting students and modeling respectful conduct.
<br>
&iquest; Supervise bus loading and unloading to ensure safety, order, and efficient transitions.<br>
&iquest; Assist students in following bus safety expectations and procedures.<br>
&iquest; Respond promptly to incidents and report safety concerns or repeated issues to administration or appropriate personnel.<br>
<br>
<b>Other Duties as Assigned</b><br>
<br>
<b>Physical and Mental Demands:</b><br>
<br>
<b>Physical Requirements</b>:<br>
o Frequent standing and walking for sustained periods, particularly when supporting classrooms, student activities, or school events.<br>
o Manual dexterity to operate standard office equipment, classroom technology, audio/visual tools, and instructional/behavioral support equipment.<br>
o Lifting: Raising objects from a lower to a higher position or moving objects horizontally from position to position; occurs to a considerable degree and requires substantial use of upper extremities and back muscles.<br>
o Reaching: Extending hand(s) and arm(s) in any direction.<br>
o Repetitive Motion: Frequent substantial movements of the wrist, hands, and/or fingers.<br>
o The work is classified as medium work, requiring the exertion of up to 50 pounds of force occasionally, up to 20 pounds of force frequently, and up to 10 pounds of force constantly to move objects.<br>
o Visual acuity to observe students and activities, monitor data, and review printed and digital materials.<br>
o Hearing to receive detailed information through oral communication, monitor the environment for safety, and effectively communicate with students, staff, and families.<br>
<br>
<b>Mental Demands</b>:<br>
o Sustained concentration to collect, interpret, and apply data when determining appropriate interventions and supports.<br>
o Frequent shifting of attention to monitor multiple tasks or activities simultaneously in a fast-paced, dynamic environment.<br>
o Regular mental effort required for problem-solving, conflict resolution, and making timely decisions.<br>
o Maintaining composure, patience, and adaptability during high-stress or crisis situations.<br>
o Consistent focus on clear and effective communication in interactions with students, staff, and families.<br>
o Ongoing emotional resilience necessary to support and promote a safe, inclusive, and supportive school climate.<br>
<br>
<b>WORKING CONDITIONS</b><br>
Work is primarily performed in a school setting, including athletic fields, gymnasiums, classrooms, and office environments. The role may require exposure to loud noise levels during sporting events and extended periods outdoors during practices and competitions. The position involves interaction with students, staff, and families in both structured and unpredictable situations, requiring flexibility, patience, and awareness of safety and confidentiality protocols.</p><p><b>
PAY, BENEFITS &amp; WORK SCHEDULE</b><br>
This is a <b>TEMPORARY </b>position working 40 hours per week.<br>
Pay range for this 10 position is: $50,139 - $75,800<br>
Pay range for this 12 position is: $64,119 - $97,476<br>
Maximum hiring step = Step Twelve (12)<br>
<br>
The full salary schedule is listed in the Teachers contract. Salary information for this job posting can be found on the Labor Agreements page and by selecting the &quot;SCSP (School and Community Services Personnel)&quot; Labor agreement.</p><p><b>
HOW TO APPLY</b><br>
To be considered further, please apply for this position and attach a resume and cover letter to your online application.<br>
<br>
The Human Resource Department will review your application materials and contact you regarding the next steps.<br>
<br>
To attach additional documents to your online application, click on the &quot;Additional Attachments&quot; link from the applicant homepage and upload your documents as attachments. Valid file extensions for attaching a document include .doc, .txt, .rtf, and .pdf.<br>
<br>
<b>OTHER INFORMATION</b><br>
Transcript - Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30 days of your start date. Formal credential evaluation is required for post-secondary education completed outside of the United States.<br>
<br>
Veteran's Preference - If you are an eligible veteran applying for a job where veteran's preference applies and wish to claim Veterans Preference you must submit a legible copy of your DD214 to the Human Resource Department with your employment application. If your claim is approved, five or ten additional points will be added to your final passing score.<br>
<br>
Criminal Background Investigation and Reference Checks - Reference checks and a criminal background investigation will be completed as a condition of hire for all new employees and for former employees who have not been employed by the District for more than six months.<br>
<br>
<b>ESSENTIAL FUNCTIONS</b><br>
<i>Essential functions are job duties that the individual holding the position must be able to perform unaided or with the assistance of a reasonable accommodation through the Americans with Disability Act (ADA) and the Americans with Disability Amendments Act (ADAAA). The essential functions are typical duties as outlined under Responsibilities.</i><br>
<br>
<i>Regular and reliable attendance.</i><br>
<br>
<i>May be exposed to various cleaning products.</i><br>
<br>
<b>EQUAL EMPLOYMENT OPPORTUNITY</b><br>
Saint Paul Public Schools is an equal opportunity employer and supports an inclusive workplace environment.<br>
<br>
<b>EQUITY STATMENT</b><br>
SPPS is committed to an equitable workforce where all employees represent this commitment through equitable practices in their job position.</p></div></div></div>

2025-26 Intervention Specialist 10 mo - RiverEast Elem/Secondary

مدارس المجموعة العالمية (ISG)

<div><div><div><div><div><div><b>American School Dhahran</b></div>
(ASD)
</div><div>March 2, 2026</div>
</div></div><div><h2 class="jobSectionHeader"><b>Position Description</b></h2>
<div><div><div><div><b>LOCATION</b></div><div> Al Khobar, Eastern, Saudi Arabia</div></div><br>
<div><div><b>SCHOOL / SITE</b></div><div> American School Dharan</div></div><br>
<div><div><b>DIVISION / DEPARTMENT</b></div><div> Middle School</div></div><br>
<div><div><b>POSITION TYPE</b></div><div> Teacher</div></div><br>
<div><div><b>SUBJECT / STAGES</b></div><br>
</div><br>
<div><div><b>WORKS DAYS / HOURS</b></div><div> 191 Days @ 8 Hours per day</div></div><br>
<div><div><b>POSITION STATUS</b></div><div> Full Time</div></div><br>
<div><div><b>
SALARY CODE</b></div><div> Teacher</div></div><br>
<div><div><b>ELIGIBLE APPLICANTS</b></div><div> International, Saudi, Dependent</div></div><br>
<div><div><b>POSITION START DATE</b></div><div> August 1, 2026</div></div><br>
<div><div><b>APPLICATION DEADLINE</b></div><div> Until filled</div></div><br>
<div><div><b>REPORTS TO</b></div><div> Susan Jarnot-Benthem, Incoming ES/MS Principal</div></div><br>
<div><div><b>REQUISITION NUMBER</b></div><div> 03-2627-047</div></div><br>
</div></div></div></div><h2 class="jobSectionHeader"><b>Summary</b></h2><p></p><p>
We are seeking a qualified and passionate Learning Support Teacher to join our outstanding Student Support Team. This position focuses on supporting middle school students with identified learning differences, gaps in learning, or those requiring short-term targeted academic intervention. At times, the role may also provide support to English language learners.</p><p>
Our learning support model is primarily inclusion-based (push-in), with minimal pull-out instruction. The Learning Support Teacher works collaboratively with classroom teachers within a co-planning and co-teaching framework to ensure all learners can successfully access the curriculum.</p><h2 class="jobSectionHeader"><b>
Position Duties</b></h2><p>
A learning support teacher (LST) is a professional who works with students who require additional support in their academic and personal development.</p><p>
The successful candidate will be expected to:</p><ul><li>
Demonstrate commitment to the safety and security of children and young people (child protection).</li><li>
Provide targeted support for students requiring additional academic assistance.</li><li>
Collaborate with classroom teachers to develop, implement, and monitor Individual Learning Plans (ILPs) or Student Support Plans.</li><li>
Assess student learning needs and design appropriate intervention strategies.</li><li>
Support inclusive classroom instruction through co-planning and co-teaching.</li><li>
Use a range of evidence-based instructional strategies and resources to engage learners.</li><li>
Monitor, document, and evaluate student progress using relevant data to inform instruction and intervention.</li><li>
Administer and support annual standardized testing processes, including data collation and analysis.</li><li>
Maintain clear and professional communication with students, families, and colleagues.</li><li>
Contribute to professional learning by supporting colleagues in best practices for inclusive education.</li><li>
In collaboration with the school counselor, provide basic social-emotional support to students as appropriate.</li><li>
Perform other duties as assigned by the Assistant Principal or Principal.</li></ul><h2 class="jobSectionHeader"><b>
Qualifications and Knowledge</b></h2><p>
The ideal candidate will have:</p><p><b>
Qualifications</b></p><ul><li>
Minimum of a Bachelor's degree in the subject area of employment (Master&rsquo;s degree preferred).</li><li>
Current teacher certification in the required subject area.</li></ul><p><b>
Knowledge</b></p><ul><li>
Sound knowledge and expertise in differentiating curriculum, utilizing assistive technology, and performing data-driven progress monitoring</li></ul><h2 class="jobSectionHeader"><b>
Experience and Skills</b></h2><p>
The ideal candidate will have:</p><p><b>
Experience</b></p><ul><li>
Prior experience as a Learning Support Teacher.</li><li>
Experience with G Suite and/or Microsoft Office.</li></ul><p><b>
Skills</b></p><ul><li>
Excellent communication skills in English, both verbal and written.</li><li>
Ability to demonstrate a track record of continued professional development.</li><li>
Good interpersonal skills in interacting with students, parents and colleagues.</li><li>
Ability to supervise students in non-classroom settings.</li><li>
Ability to work independently and within a team.</li><li>
Ability to lead an after-school activity.</li></ul><div></div>
<h3 class="jobSectionHeader"><b>JOB CODE: 03-2627-047</b></h3></div>

Learning Support Teacher

International Schools Group (ISG)

<div><div><div><h1 class="jobSectionHeader"><b>Learning Support Teacher</b></h1>
<div><div><div><b>American School Dhahran</b></div>
(ASD)
</div><div>March 2, 2026</div>
</div></div><div><h2 class="jobSectionHeader"><b>Position Description</b></h2>
<div><div><div><div><b>LOCATION</b></div> <div>Al Khobar, Eastern, Saudi Arabia</div>
</div><br>
<div><div><b>SCHOOL / SITE</b></div> <div>American School Dharan
</div></div><br>
<div><div><b>DIVISION / DEPARTMENT</b></div> <div>Middle School</div>
</div><br>
<div><div><b>POSITION TYPE</b></div> <div>Teacher</div>
</div><br>
<div><div><b>SUBJECT / STAGES</b></div>
<br>
</div><br>
<div><div><b>WORKS DAYS / HOURS</b></div> <div>191 Days @ 8 Hours per day</div>
</div><br>
<div><div><b>POSITION STATUS</b></div> <div>Full Time</div>
</div><br>
<div><div><b>SALARY CODE</b></div> <div>Teacher</div>
</div><br>
<div><div><b>ELIGIBLE APPLICANTS</b></div> <div>International, Saudi, Dependent</div>
</div><br>
<div><div><b>POSITION START DATE</b></div> <div>August 1, 2026</div>
</div><br>
<div><div><b>APPLICATION DEADLINE</b></div> <div>Until filled</div>
</div><br>
<div><div><b>REPORTS TO</b></div> <div>Susan Jarnot-Benthem, Incoming ES/MS Principal</div>
</div><br>
<div><div><b>REQUISITION NUMBER</b></div> <div>03-2627-047</div>
</div><br>
</div></div></div></div><h2 class="jobSectionHeader"><b>Summary</b></h2>
<p></p>
<p>We are seeking a qualified and passionate Learning Support Teacher to join our outstanding Student Support Team. This position focuses on supporting middle school students with identified learning differences, gaps in learning, or those requiring short-term targeted academic intervention. At times, the role may also provide support to English language learners.</p>
<p>
Our learning support model is primarily inclusion-based (push-in), with minimal pull-out instruction. The Learning Support Teacher works collaboratively with classroom teachers within a co-planning and co-teaching framework to ensure all learners can successfully access the curriculum.</p>
<h2 class="jobSectionHeader"><b>
Position Duties</b></h2>
<p>
A learning support teacher (LST) is a professional who works with students who require additional support in their academic and personal development.</p>
<p>
The successful candidate will be expected to:</p>
<ul>
<li>Demonstrate commitment to the safety and security of children and young people (child protection).</li>
<li>Provide targeted support for students requiring additional academic assistance.</li>
<li>Collaborate with classroom teachers to develop, implement, and monitor Individual Learning Plans (ILPs) or Student Support Plans.</li>
<li>Assess student learning needs and design appropriate intervention strategies.</li>
<li>Support inclusive classroom instruction through co-planning and co-teaching.</li>
<li>Use a range of evidence-based instructional strategies and resources to engage learners.</li>
<li>Monitor, document, and evaluate student progress using relevant data to inform instruction and intervention.</li>
<li>Administer and support annual standardized testing processes, including data collation and analysis.</li>
<li>Maintain clear and professional communication with students, families, and colleagues.</li>
<li>Contribute to professional learning by supporting colleagues in best practices for inclusive education.</li>
<li>In collaboration with the school counselor, provide basic social-emotional support to students as appropriate.</li>
<li>Perform other duties as assigned by the Assistant Principal or Principal.</li>
</ul><h2 class="jobSectionHeader"><b>Qualifications and Knowledge</b></h2>
<p>
The ideal candidate will have:</p>
<p><b>
Qualifications</b></p>
<ul>
<li>Minimum of a Bachelor's degree in the subject area of employment (Master&rsquo;s degree preferred).</li>
<li>Current teacher certification in the required subject area.</li>
</ul>
<p><b>Knowledge</b></p>
<ul><li>
Sound knowledge and expertise in differentiating curriculum, utilizing assistive technology, and performing data-driven progress monitoring</li></ul>
<h2 class="jobSectionHeader"><b>Experience and Skills</b></h2>
<p>
The ideal candidate will have:</p>
<p><b>
Experience</b></p>
<ul>
<li>Prior experience as a Learning Support Teacher.</li>
<li>Experience with G Suite and/or Microsoft Office.</li>
</ul>
<p><b>Skills</b></p>
<ul>
<li>Excellent communication skills in English, both verbal and written.</li>
<li>Ability to demonstrate a track record of continued professional development.</li>
<li>Good interpersonal skills in interacting with students, parents and colleagues.</li>
<li>Ability to supervise students in non-classroom settings.</li>
<li>Ability to work independently and within a team.</li>
<li>Ability to lead an after-school activity.</li></ul></div><div></div>

College Bound St. Louis

<p><b>Who we are:</b></p><p>Through an individualized, holistic, and multi-year commitment, College Bound empowers students from disadvantaged backgrounds to complete higher education and enter successful careers. We have grown from an inaugural class of 36 students to over 450 (plus alumni). We believe that one college degree can end the cycle of poverty in a family. We believe in the power of people; in creating relationships defined by deep trust and enduring power. Our culture is one of high expectations and high support with an unwavering focus on degree completion. www.collegeboundstl.org.</p><p><b>Summary of Position:</b></p><p><b>This position is responsible for maintaining and improving the academic performance and college readiness of primarily High School Seniors (and some first year college students), utilizing a constructive and developmental approach to set individualized goals and demonstrate observable progress. A significant portion of their role will be dedicated to assessing students' academic, personal, and pathway needs and implementing creative approaches to ensure all students matriculate to a good fit college and are prepared to succeed in college-level courses. Programming is delivered in one on one, small peer group, and whole cohort workshops, along with experiential college/career programming and family/parent engagement. The ideal candidate is comfortable assessing needs holistically, developing lifelong learners, supporting strategic college decision-making, and implementing comprehensive strategies to help youth prepare for the independence and academic responsibility that comes with college. Candidates should be prepared to implement intensive and innovative teaching methods that unlock potential in all students, and understands the relational and cultural aspects of delivering effective services to a diverse student population.</b></p><p><i><b>Our programming serves students in the afterschool hours - staff should expect to have several days of late afternoon and early evening responsibilities each week. Some overnight travel for college tours and occasional weekend work based on demands of the time of year may be required.</b></i></p><p><b>Primary Responsibilities:</b></p><p><i>Academic Interventions</i></p><ul><li>Work one on one with a caseload of 25-35 students, providing frequent and immersive coaching sessions that support student growth, academic development, and goal achievement.</li><li>Assess student&rsquo;s academic readiness for college by evaluating their academic performance, goals, mindset, habits, resources, and motivations.</li><li>In collaboration with the College Counseling Specialist, evaluate each student's college aspirations and develop a support plan that guides their list revision, application process, and strategic college choice.</li><li>Utilize both formal and semi-structured assessments to produce comprehensive evaluations of areas of need that are rooted in direct observations.</li><li>Produce reports on student performance and provide prompt, individualized feedback to students and their guardians.</li><li>Construct meaningful goals and relevant action plans designed to provide innovative and differentiated academic interventions that address content gaps and develop skills needed for college success.</li><li>Facilitate conversations with students and families around college navigation, career paths, and personal wellness.</li><li>Help students understand how skills developed in the classroom translate to other domains and can help prepare them for career and personal success.</li><li>Coordinate and/or intervene with families and schools to ensure student needs are met.</li><li>Complete assigned documentation in an accurate and timely manner and in compliance with established organizational protocol and productivity standards</li></ul><p><i>Group Facilitation</i></p><ul><li>Execute annual summer programming focused on preparation for senior year, the college application process, and deeper investment in the mentorship process with College Bound.</li><li>Implement, reflect on, and iterate on current whole group content, supporting ongoing college access workshops.</li><li>Identify small peer groups of students who share a common need and provide targeted academic interventions including, but not limited to, tutoring, study skills, and learning strategies, test preparation, etc.</li><li>Participate in our internal Academic Community of Practice and use their established standards to evaluate the effectiveness of academic programming and make recommendations for modifications.</li><li>Develop supplemental learning materials that directly respond to observable gaps in students or programming.</li><li>Lead or participate in group programming that is directed at parents and/or families.</li><li>Stay knowledgeable of developments in professions related to teaching and learning, implementing evidence-based learning strategies that result in increased academic performance and competency.</li><li>Staff open drop-in hours for studying, tutoring, essay writing, college application, and financial aid processes.</li></ul><p><i>Staff Support</i></p><ul><li>Support other team members in identifying at-risk students in need of academic interventions and clarifying what appropriate interventions could be.</li><li>Serve as a knowledgeable resource to organization staff, providing information on academic topics and community resources.</li><li>Occasionally consult with students on other caseloads based on need and appropriateness.</li><li>Involve other specialists in consultation on your own cases, especially on college counseling, social work, or career-related needs, contributing to a wider team approach that supports all students.</li></ul><p><i>Other Responsibilities</i></p><ul><li>Collaborate with management team and other departments on longitudinal planning and alignment of student support services.</li><li>Ensure fidelity to budget, including prompt and accurate financial tracking and reporting</li><li>Help plan cohort events throughout the year to promote community engagement, cohort cohesion and student affinity with College Bound and staff.</li><li>Assist with creating, maintaining, and effectively distributing student and family-facing materials.</li><li>Develop relationships with relevant community resources we can leverage to meet needs and foster an effective coordination of services for students.</li><li>Produce reports, summaries, or datasets that allow for accurate reporting of program activities and outcomes for staff evaluation, program evaluation, grant reports, and annual program reports.</li><li>Additional duties and special projects as assigned</li></ul><p><b>Skills and Experience:</b></p><ul><li>Bachelor&rsquo;s degree in education related field required</li><li>Prior experience in an educational role required (3 year minimum)</li><li>Prior experience with college access is a plus</li><li>Experience working with youth ages 15-22</li><li>Prefer certified content or learning specialists</li><li>A record of successfully impacting achievement with high need students</li><li>Ability to use data to monitor outcomes and identify challenges</li><li>Effective communicator, able to use inclusive and empowering language to translate messages effectively for diverse audiences</li><li>Ability to solve problems effectively through collaboration</li><li>Adaptable, possesses a high tolerance for ambiguity, and thrives in a fast-paced environment</li><li>Computer proficient; experience using a database to manage student information a plus</li><li>Mission-driven and willing to adjust to student needs</li><li>Possess a valid driver&rsquo;s license and reliable transportation</li></ul><p><b>Benefits, Compensation and Working Environment:</b></p><ul><li>Competitive benefits include a portion of paid employee health insurance, a health reimbursement account, dental, short-term disability, life insurance, 401K matching, paid parental leave for all and free vision insurance</li><li>Play a vital role in an organization that is privileged to work with hundreds of intelligent and deserving young people every day</li><li>Flexible working environment &ndash; Fridays are typically remote workdays</li><li>Position requires regular travel, sometimes including evenings and weekends</li><li>Mileage reimbursement for work-related travel and ability to modify schedule to accommodate activities conducted outside of business hours</li></ul><p>Applications will be accepted through <b>May 1st, 2026.</b></p><p>College Bound provides equal employment opportunities (EEO) to all applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics, gender identity, gender expression, or sexual orientation (real or perceived). In addition to federal law requirements, College Bound complies with applicable state and local laws governing nondiscrimination in employment. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.</p><p>Job Type: Full-time</p><p>Pay: $47,000.00 - $53,000.00 per year</p><p>Benefits:</p><ul><li>401(k)</li><li>Dental insurance</li><li>Employee assistance program</li><li>Health insurance</li><li>Health savings account</li><li>Life insurance</li><li>Paid time off</li><li>Retirement plan</li><li>Vision insurance</li></ul><p>Application Question(s):</p><ul><li>Why are you interested in an academic-related position at College Bound?</li></ul><p>Education:</p><ul><li>Bachelor's (Required)</li></ul><p>Ability to Commute:</p><ul><li>St. Louis, MO (Required)</li></ul><p>Ability to Relocate:</p><ul><li>St. Louis, MO: Relocate before starting work (Required)</li></ul><p>Work Location: In person</p>

Academic and College Counseling Specialist

Educational Service Center of Northeast Ohio

<div><p><b>Educational Service Center of Northeast Ohio</b></p><p><b>
State Support Team Region 3: Positive Behavior Intervention Support (PBIS) Lead</b></p><p></p><p><b><br>
Minimum Qualifications</b></p><ul><li>
Master's degree in Behavior Analysis, School Psychology, Special Education, Counseling, or related field</li><li>
Valid Ohio credentials such as:<ul><li>
Ohio Board of Psychology license (if applicable), OR</li><li>
Ohio Department of Education and Workforce pupil services license, OR</li><li>
Valid Ohio Intervention Specialist license</li></ul></li><li>
Minimum of 5 years of experience in school-based behavioral intervention</li><li>
Demonstrated expertise in conducting FBAs and writing compliant BIPs</li><li>
Knowledge of Ohio Integrated MTSS and PBIS framework implementation</li><li>
Understanding of IDEA, Section 504, and Ohio special education regulations</li><li>
Experience supporting district-wide PBIS implementation</li></ul><p><b>
Professional Experiences:</b></p><ul><li><b>
Leadership/Management:</b> 5+ years of experience in behavioral intervention, including experience in program coordination, staff supervision, or acting as a lead/supervisor.</li><li><b>
Multi-Site Experience:</b> Experience managing behavioral supports across multiple schools, districts, or counties.</li><li><b>
System-Level Training:</b> Demonstrated success in training school staff, teachers, and administrators on PBIS frameworks, behavioral strategies, and data collection.</li></ul><p><b>
ROLES AND RESPONSIBILITIES</b></p><p>
Using Ohio's Integrated Multi-Tiered System of Support Framework, the Regional PBIS Consultant's primary role is to support identified LEAs and SST Consultants in four regions to implement non-academic supports to boost attendance and engagement, and to ultimately improve literacy and mathematics outcomes.</p><ul><li><b>
Regional leadership and coordination:</b> This role functions as a quad lead across four regions, working with multiple SST Directors.
</li><li><b>Communication and reporting expectations:</b> As per the SST Grant Agreement, it outlines regular communication by way of weekly check-ins, monthly reporting, coordination with OEC and others.</li><li><b>
Coaching responsibilities:</b> In addition to providing professional learning opportunities, this role includes ongoing coaching of SST consultants and LEA PBIS teams.</li></ul><p><b>
INSTRUCTIONAL: CONTINUUM OF SUPPORTS:</b></p><ul><li>
Guide PBIS teams in understanding how PBIS aligns, integrates and supports district and school initiatives designed to improve academic achievement of all students.
</li><li>Provide services to assist teams in selecting, implementing, and monitoring effective and efficient non-academic support to assist all students in accessing and engaging with core instruction.</li><li>
Provide assistance for IDEA &quot;related services&quot; that support students with disabilities.</li><li>
System-Level Strategy: Thorough knowledge of school-wide PBIS, Multi-Tiered Systems of Support (MTSS)</li></ul><p><b>
INSTRUCTIONAL: DATA-BASED DECISION MAKING:</b></p><ul><li>
Provide services to support the use of discipline, school climate, attendance, implementation, and other data to inform improvement planning.</li><li>
Assist with developing integrated data analysis routines that combine literacy and mathematics, attendance, and behavior data to inform instructional planning.</li><li>
Work with schools and districts on using their PBIS data to select evidence-based practices to address identified needs.</li></ul><p><b>
COMPLIANCE AND PLANNING:</b></p><ul><li>
11 District Plan: Support the 11 districts with PBIS implementation, support the district's timeline tasks, and support PBIS priority areas within district building work.</li><li>
Assist PBIS teams in the development of a Schoolwide Scale Up Action Plan for implementation and sustainability, through the use of the Tiered Fidelity Inventory, PBIS Implementation Blueprint, and Districts Systems Fidelity Inventory.</li></ul><p><b>
Salary: </b>Determined by education and experience.</p><p></p><p><b><br>
Contract:</b> 205 days starting August 1, 2026</p><p></p><p><b><br>
DEADLINE FOR APPLICATION:</b> April 15, 2026</p><p></p><p><br>
If you have any questions, please contact SST Director Michele Gaski either by phone 216-446-3812 or by email michele.gaski@escneo.org</p></div>

State Support Team Region 3: Positive Behavior Intervention Support (PBIS) Lead

Search 10000+ Academic intervention specialist jobs near you this March. New roles added regularly across leading industries. Apply today.

10000 academic intervention specialist jobs Near Me

Youth Academic Intervention Specialist

Intervention Teacher - Tentative Posting

2025-26 Intervention Specialist 10 mo - RiverEast Elem/Secondary

Learning Support Teacher

Learning Support Teacher

Academic and College Counseling Specialist

State Support Team Region 3: Positive Behavior Intervention Support (PBIS) Lead