Position Type: Elementary School Teaching/Teacher, Elementary, Intervention
Date Posted: 12/10/2025
Location: To Be Determined
Date Available: 2025-26 School Year
Closing Date: Until Filled
ELEMENTARY INTERVENTION TEACHER (TK-6)
DESCRIPTION The role of the Intervention Teacher is to provide students with direct instructional support using the Response to Intervention (RTI) framework. The student intervention services require the use of District adopted resources within a structure informed by student achievement data. The Intervention Teacher is accountable for promoting standards-based literacy and numeracy instruction across the content areas using a multi-tiered approach and evidence-based interventions.
The District’s Core Components for RTI include evidence-based instruction/intervention, universal screening, continuous classroom progress monitoring, staff professional development and collaboration, and parent support. A key to the Intervention Teacher’s role will be the use of data based problem- solving model and appropriate evidence-based strategies to provide access to core instruction.
ESSENTIAL FUNCTIONS
Provide students with direct intervention support services that promote access to the core curriculum.
Teach and coordinate Tier 2 & 3 intervention for target students.
Teach and support the coordination of the afterschool intervention services.
Facilitate the management and interpretation of data necessary to develop, implement and evaluate Tier 1, 2 & 3 interventions.
Keep teachers, staff, and parents informed regarding the status of the RTI services.
Participate in Student Success Team meetings to assist in coordination of intervention services for students receiving intervention services
Utilizes data about individual student progress, strengths and needs in planning.
Identifies, selects, and modifies instructional resources to meet the needs of students from diverse backgrounds.
Evaluates student learning to determine progress, keeps appropriate records, and prepares reports.
Provides differentiated instruction in order to modify and accommodate for English Learners and students with special needs.
Actively plans with grade level teams and collaborates effectively with all educational partners.
Creates a safe and supportive learning environment where students are encouraged to participate and share ideas.
Models respectful and polite interactions with all students.
Provides clear behavior expectations for students and monitors student behavior throughout the school campus.
Participates in Individualized Education Plan (IEP) meetings to develop IEPs for eligible students.
Assumes responsibility for meeting student performance goals and working with colleagues to meet defined achievement goals.
Provides ongoing communication with parents/guardians to create a partnership around student learning by providing information about the instructional program and the progress of their child/children
Maintains professional competence through staff development activities provided by the District and self-selected professional growth activities.
Takes necessary and reasonable precautions to protect students, equipment, and materials.
Reflects on practice and student progress to inform future instructional strategies.
During periods of critical personnel shortage or other emergency situations, shall temporarily perform any duties, as directed, within the authorization of credential/s held.
QUALIFICATIONS
Education An earned bachelor’s degree from a regionally accredited college or university.
Credential
1. A valid California credential authorizing teaching service in the elementary grades. 2. English Learner Authorization.
KNOWLEDGE, ABILITIES AND PERSONAL CHARACTERISTICS
Knowledge of the Response to Intervention Framework
Knowledge of the developmental needs of elementary school students, including an understanding of appropriate behavior management strategies.
Knowledge of and ability to implement a cognitively challenging instructional program to elementary students.
Ability to differentiate instruction to meet the learning needs of all students.
Knowledge of pedagogy and content for effective instruction at the elementary level.
Ability to communicate effectively by providing clear, concise instruction using academic language.
Ability to listen without bias and provide appropriate feedback.
Ability to demonstrate proficiency in written and oral English.
Knowledge of methods for effective collaboration and the ability to work collaboratively with all stakeholders.
Ability to work effectively with all racial, ethnic, linguistic, economic and disability groups.
Demonstrate understanding, patience and approachability toward students, parents and colleagues.
SUPERVISION Under the Supervision of the Site Administrator/Designee
WORK YEAR 186 days
SALARY SCHEDULE Per the Collective Bargaining Agreement between the Glendale Unified School District and the Glendale Teachers Association, this position aligns with salary schedule A or B, depending on the credential type, verifiable years of prior service, and educational history verified through an official transcript from an accredited university or college.