Under the supervision of the principal, the Academic Intervention Services (AIS) Teacher has knowledge of the content they are responsible for teaching and plans interventions that ensure the growth and achievement of at-risk students in grades K-5. The AIS teacher supervises students; plans and engages in high-quality rigorous standards based curricula which promotes a culture of excellence and high expectations for their students. The AIS teacher facilitates the successful implementation of rigorous standards based curricula with small groups of students who have identified instructional gaps and work to close this gap so that all students master the state standards and meet the academic goals. The AIS teacher is responsive to diverse learning needs, strengths, interests and experiences of all students. The AIS teacher works with the school leader and administrators to implement school procedures and policies and communicates with parents, guardians and/or caregivers.
Key Responsibilities:
Demonstrates knowledge of grade level content curricula to engage students in all content areas.
Plans, prepares and facilitates systematic, and appropriately intensive assistance to children who are at risk for or already underperforming as compared to appropriate grade- or age-level standards and differentiate teaching based on the diverse and individual needs of at-risk students.
Participate in child study meetings and in the Response to Intervention identification process.
Establishes a culture of learning to engage students in rigorous standards based curricula to ensure students master the state standards and are prepared to enter middle and high school.
Focuses on integration of literacy skills across math, science and social studies content areas, which includes explicit vocabulary development, reading, writing, speaking and listening standards.
Integrates technology into the curricula and classroom.
Designs and implements assessments that measure progress towards academic standards.
Use assessment data to refine curriculum and inform instructional practices to create a classroom culture of data driven decision making to close the achievement gap for all students.
Creates a classroom environment of respect and rapport to ensure a safe, caring and orderly school environment which nurtures the unique needs of each student.
Participate in collaborative curriculum and professional development, professional learning communities; grade-level activities and school wide functions.
Seeks to actively know students' strengths and challenge areas and communicates effectively with parents.
Professional Responsibilities:
Upholds the FLACS mission, core beliefs, and educational philosophy.
Is a lifelong learner who reflects on their practice, is receptive to critical feedback from leaders and colleagues, and strives to improve instructional effectiveness.
Has high expectations for students and for themselves as an educator.
Demonstrates self-motivation and willingness to be a team player.
Qualifications:
Bachelor's degree is required; master's degree is preferred
At least two years of prior satisfactory teaching experience is required
New York State Teaching Certification in Childhood Education (grades 1-6), Early Childhood Education (birth-grade 2), Literacy (birth-grade 6), Students with Disabilities (birth-grade 2), or Students with Disabilities (grades 1-6)
Clearance for fingerprint and criminal background check
