Bilingual Literacy Interventionist - Vacancy ID: 202638

Our Sullivan learning community is rich in diversity, size, and passion. Although we may be large, serving 700 students in grades 4K-5, we are family, and we strive in our service together to ensure everyone is valued and appreciated. With collaboration being the heart of our learning community, we provide high quality learning experiences to enrich the linguistic, emotional, social, physical, and academic development of all our learners. Our teamwork, our bilingual, special education, and talent development programs, our school-wide trauma invested practices and strategic interventions enhance learning for our students. We value, recognize, and intentionally nurture partnerships with parents and families. Our learning community is enhanced by strong community partnerships. Our teachers are empowered leaders and learners of our learning community and embrace and model what we strive to develop in our students: risk-taking, resilience, growth mind-set, solution seeking, reflective thinking, empathy, compassion, investment in inquiry, ongoing rigorous learning and self efficacy. Working together to bring out the best in one another as learners, leaders, and caring and compassionate people is our passion.

Building positive and collaborative relationships with students, team members, families, and our community is essential. As a member of our Sullivan team, collaboration is key. Our grade level collaborative teams consist of 5-6 classroom teachers and additional supporting educators who commit to ongoing data driven cycles of inquiry and collaborative professional learning and planning. Working to strengthen and develop our understanding of foundations of literacy, K-3 teachers participated in LETRS training and K-2 teachers participated in professional learning as we implemented the Phonics Units of Study during the 2020-21 school year. Our journey of shared learning will focus on strengthening our math instruction, specifically enhancing differentiation through the Work Place component of Bridges. Our literacy focus is directed toward refining and developing our conferring practices for reading and writing instruction. Our school-wide focus for social and emotional development this coming year will be on restorative practices and culturally and linguistically responsive teaching practices. All teachers serve on a school committee and each committee serves to implement and advance our school-wide goals.

Qualifications Required:
Education: Bachelor’s Degree and Wisconsin DPI Reading License (316) andWisconsin Department of Public Instruction elementary certification and bilingual certification

Experience: Minimum of three (3) years of demonstrated successful teaching experience

Essential Functions:
1. Follows the Core Values of the Green Bay Area Public School District as driver of our words and actions: Excellence, Engagement, Equity, Integrity, Responsibility.
2. Promotes efforts on diversity, establishes best practices and utilizes skills to remove barriers for students of diverse backgrounds.
3. Strives to create a favorable professional impact on students, parents, community, and other employees.
4. Maintains confidentiality in verbal, written, and electronic communication.
5. Refers confidential information to the appropriate person.
6. Follows safe practices and adheres to safety standards.
7. Provides small group and/or 1:1 targeted instruction to students of greatest need, using assessment and research-based best practices for intervention that aligns with the district’s literacy framework.
8. Participates in all required training, at both a school and district level, which will include an observation and analysis of intervention sessions for individual and small groups of students.
9. Collaborates with the classroom teacher, coach, and principal at Intervention Team Meetings for the purpose of sharing student data to make decisions regarding selection, monitoring of progress, and discontinuation of intervention services.
10. Completes additional duties, as assigned by the principal, to meet requirements of federal guidelines.
11. Performs all other duties as assigned by supervisor.

Working Conditions:
1. Work involves frequent deadlines under pressure.
2. Work requires flexibility in adjusting to continuously changing situations.
3. Work entails a flexible daily schedule.
4. Work involves collaborative relationships with classroom teachers and building leadership teams.